SOWK 632

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SOWK 632

The Impact of Early Exposure to Crime on Juvenile Delinquency in Baltimore City

Introduction

Juvenile delinquency is one of the biggest problems in the juvenile justice system in the United States. Overall, youth crime has been decreasing during the last twenty years, but there are some communities with ongoing youth offending problems. Baltimore City is a good example of these communities in which community violence, structural inequalities, and access to resources interplay to shape the behavior of young people. It is not merely the existence of juvenile crime, but the more serious and intricate problem of exposure to crime at an early age that is critical in determining delinquent behavior.

Early exposure to crime refers to children who grow up surrounded by crime, violence or deviance. The exposure can occur at home, peer-to-peer, at school or in the community at large. Habitual exposure to crime can dull moral boundaries and condition youth to become willing to entertain the thought of reoffending. It is especially concerning in Baltimore, where there is a high level of poverty, inter-communal violence, and institutionalized inequality.

Juvenile crime rates have not been going up. Despite popular belief that they have, arrest data from various jurisdictions tells us a different story. For instance, in Baltimore, there has been a significant decline in juvenile arrests over the years. As of 2024, there were only about 50% as many arrests as in 2019. Individuals can observe similar trends across the US. This means fewer crimes are being committed by young people than one might think. This is a clear indication that there is not as much youth crime occurring as one may think. But when only arrest rates are paid attention to, it does not reflect the bigger picture. Most young people are still exposed to an environment that exposes them to crime at a tender age, leaving them at risk of becoming future criminals.

This paper investigates the impact of early exposure to crime upon juvenile delinquency in Baltimore City. The study covers the key risk factors related to early exposure to such problems, reviews how the juvenile justice system responded to the problem, and suggests appropriate implementations of solutions. The goal of such an investigation is not merely to understand a problem, but also to identify ways the outcomes for these at‑risk youths can be improved.

Background of Juvenile Delinquency in Baltimore City

Baltimore was known for its severe social and economic issues. Poverty, unemployment and the violence in the community have led to conditions whereby the youth are usually exposed to crime at a very tender age. The protests that happened as a result of the death of Freddie Gray in 2015 were some of the situations that brought to light the true scale of these issues and drew national attention to the lives of a significant number of young people living within the city. During this period, numerous juveniles were arrested due to looting and destruction of property, a clear manifestation of how easily young people could engage in crime given such unstable conditions.

While it may seem like more young people are committing crimes (at least considering certain incidents), the overall picture shows the very opposite. The numbers in Baltimore have generally been going down over time. Such arrests among juveniles dropped by over 50% during the period 2010-2019, a change that has yet to materially alter in recent years. In 2024, youth represent only around 5% of all arrests within the city despite representing roughly 8% of the city’s population. Considering it in this regard is very obvious that youth are not a big cause of crime within the city.

Nevertheless, a reduction in arrests may not directly indicate that risk factors have decreased. A large number of young people are still exposed to crime-prone environments. Moreover, the rates of recidivism are also a concern. Studies show that a significant proportion of juveniles who are released from custody are rearrested within a relatively short period. This implies that the root causes of delinquency are not being adequately tackled.

The case of Baltimore shows that it is essential to go beyond superficial statistics. Even though there may be a reduced number of young people being arrested, the individuals who are arrested into the system are normally found to have a high-risk environment. Such settings are essential in the realization of the contributing factors that lead to juvenile delinquency.

Understanding Early Exposure to Crime

Being exposed to crime at early stages of life, particularly in high-risk zones such as Baltimore City, is one of the greatest causes of young people engaging in crime. Other children are raised in an environment where crime and violence are normal- at home, with their friends, at school or in their broader community. When this occurs frequently, it may influence their way of thinking about right and wrong. With time, they may lose the distinction between good and bad behavior or make it less clear.

Social learning theory is one of the major explanations of this phenomenon, as it implies that children acquire behavior after watching and imitating their surroundings. Young people who consistently observe people committing crimes, either through members of the family, friends, or other people in society, might start to assume that such acts are normal. This is more so in places where criminal activity is not immediately condemned or even rewarded which strengthens the notion that it is acceptable or even necessary to survive. This kind of exposure is more prevalent in Baltimore, where certain neighborhoods face high levels of violence and economic deprivation, escalating the likelihood that young people would follow suit.

The social bond theory by Hirschi also elucidates the reason why early exposure to crime results in delinquency. This theory states that close bonds with family, school and community are considered as protective factors, which deter crime. Young people are better placed to adhere to societal rules and shun risky behavior when such bonds are healthy. Nevertheless, there are several areas within Baltimore, where such attachments are frequently undermined because of family instability, poorly funded schools and unsafe neighborhoods. It has been found that the absence of parental supervision, ineffective school attendance, and low community support all contribute to the high probability of delinquency (Stamidis, 2022). Young people who do not identify themselves with positive institutions tend to find a sense of belonging in negative environments, such as peer groups that commit crime.

Notably, early exposure to crime not only raises the risk of a first offense; it also leads to chronic delinquent behavior. Criminal activity at a tender age may have an identity shaping impact on the decisions a child makes. This is usually followed by re-entry into crime, or recidivism, as young people remain involved in behaviors they have come to perceive as normal. Research has shown that the higher the exposure of juveniles to violence and instability, the greater the possibility of their reoffending following their initial contact with the justice system (Stamidis, 2022). This becomes a vicious circle which is not easy to break in case the environmental factors in the background are the same.

The consequence of early exposure to crime is especially prominent in Baltimore City because of the clustering of socioeconomic problems and community violence. Although the rates of juvenile arrest have decreased in the past few years, there are still a high number of young people who are living in a situation that exposes them to risk. This further underscores the fact that the problem is not all about the rate of crime but the circumstances which predetermine youth conduct well before their introduction into the justice system. Knowing about exposure to crime is thus critical for creating effective preventative efforts. Efforts to reduce juvenile delinquency without addressing these root causes are likely to have limited success, failing to address underlying factors influencing youth behavior from such an early age.

Major Risk Factors Associated with Early Exposure

Family Environment

One of the greatest impacts on the development of a child is the family. In Baltimore, a significant number of juveniles are living in households that are unstable, poor and lack supervision. These circumstances can make someone prone to delinquency.

Research shows that youth from broken or dysfunctional families are more likely to engage in criminal behavior. Factors such as single-parent households, parental neglect, and exposure to domestic violence can negatively affect a child’s development. In other instances, the children are directly exposed to criminal activities at home, which may normalize such activities.

Parents have a significant role in delinquency prevention. When parents provide guidance, supervision, and emotional support, children are less likely to engage in risky behavior. However, when these elements are absent, youth may seek guidance from peers or other external influences, which may not always be positive.

Community Violence

One of the primary contributors to early exposure to crime is community violence, particularly in cities such as Baltimore, where certain neighborhoods are characterized by a consistent rate of crime and instability. A great number of youths are brought up in the neighborhoods where violence is not a strange phenomenon but rather a normal situation. They can be exposed to shootings, the use of drugs, or violent fights in their neighbourhood. This type of exposure starts in childhood, and it defines the way they perceive safety, conflict and survival. Stamidis (2022) argues that repeated exposure to violent settings has a strong connection to the engagement in delinquent behavior as it is a set of circumstances in which crime becomes normal and even predictable.

Desensitization may occur as a result of repeated exposure to violence. Youths who observe violent behavior often can start to perceive it as normal instead of harmful. This makes them less afraid of consequences and more likely to resolve the conflict aggressively. Violence is a behavior that may be learned with time. In Baltimore, this is especially concerning in communities where resources are limited and safe spaces for youth are scarce. In the absence of good alternatives, youths can resort to the acts they observe in their surroundings.

The role of gangs and informal groups is another significant issue. There are those young people who join gangs not because they are interested in committing crimes; they do so due to the fact that they need protection, identity, or they need to belong. In neighborhoods where violence is the norm, belonging to a group would seem like a means of staying safe. Such involvement, however, exposes them to even more criminal activity, putting them in a greater situation of arrest and further offending behavior. Research shows that those who grew up within high-violence communities are seen to have a greater likelihood of being involved in criminal activity (Stamidis, 2022).

Although law enforcement plays a role in addressing violence, it is not enough on its own. The falling juvenile arrest rates in Baltimore indicate that enforcement is not the solution to the underlying issue. Community-based interventions are also of importance. These are youth programs, safe recreational areas and community mentorship programs. In order to reduce violence within the community, there needs to be an improvement made to the environment in which youths are raised. Without such changes, many youths will continue to be exposed to crime at such an early age, leading to even greater chances of involvement in delinquency.

Peer Influence

One of the most influential factors that influences the behavior of juveniles, particularly in adolescence, is peer influence. As the youths develop, they start depending less on their family and more on their friends to guide, support, and identify with them. This change renders peer groups quite influential in decision-making and behavior. This effect can be negative in a crime-prone environment. Adolescents who get into peer groups that engage in delinquent behavior have higher chances of engaging in such behaviors.

In Baltimore, a good number of juveniles establish social groups within communities where crime already exists. In such groups, drug use, stealing or violence can be regarded as normal or even promoted. The peer pressure is not necessarily direct. It is sometimes very discrete like a desire to fit in or prevent rejection. With time, young people can indulge in risky activities just to fit into the group. Stamidis (2022) notes that one of the most reliable predictors of juvenile offending and recidivism is association with delinquent peers.

Once a young person becomes part of a delinquent peer group, it can be difficult to leave. These groups often provide a sense of belonging that may be missing in other areas of a youth’s life, such as family or school. To others, the group serves as a feeling of identity and support even when there is crime involved. This complicates intervention because merely eliminating the behavior does not deal with the underlying need to be connected.

Recidivism is also a cycle that is caused by peer influence. When young people interact with the justice system, they tend to re-associate themselves with peer groups when they get back to the same environment. This makes the possibility of recidivism high. Although juvenile arrest rates in Baltimore have decreased over time, the role of peer networks remains a key concern.

To deal with peer influence, it is necessary to offer positive alternatives. Mentorship, group activities, and skills-building programs may assist youth in establishing healthier relationships. It is important to promote good peer networks to stop the delinquency cycle. Without these efforts, negative peer influence will continue to play a major role in shaping juvenile behavior.

School Environment

Schools are very important in influencing youth behavior and may prevent or lead to juvenile delinquency. Baltimore City has numerous challenges that persist in the schools, including poor funding, overcrowding in classrooms, old facilities, and the absence of academic and emotional support services. Such circumstances may complicate the engagement and support of students. Students who do not feel a sense of belonging at school will tend to develop negative attitudes towards education and authority that, in turn, may elevate their chances of engaging in delinquent behavior.

Loss of touch with school can manifest itself in the form of truancy, poor performance at school and eventual drop out. These are closely associated with increased juvenile offending. According to Stamidis (2022), students with poor academic performance or not actively involved in school are prone to risky activities, such as crime. When students miss or are inattentive, they often waste more time in unsupervised settings where they can be subjected to negative influences like peer pressures or violence in society.

In Baltimore, where some neighborhoods already face high levels of crime, the absence of a strong school connection can make youth even more vulnerable. Schools are supposed to offer organization, direction, and growth. Schools may, however, not be able to satisfy these needs when resources are limited. It may make students feel unattached and prone to finding other places to belong to, including negative peer groups.

Simultaneously, schools can serve as powerful protective systems. They can minimize chances of committing delinquency by providing supportive teachers, counseling services, extracurricular activities, and safe spaces. Favourable school experiences contribute to the development of discipline, confidence, and purpose. But in the absence of these factors, there is an increased chance of early exposure to crime. The rebuilding of schools in Baltimore is thus a significant move towards curbing juvenile delinquency and offering the youth a chance to succeed.

Mental Health

One of the key yet neglected factors in explaining juvenile delinquency is mental health. A large number of young adults in the juvenile justice system have mental health disorders, including anxiety, depression and trauma-related disorders, and behavioral problems. The challenges have the ability to influence the way young people think, feel and react to situations, particularly in stressful situations. The situation is even worse in cities such as Baltimore, where a large number of the youth are exposed to violence and instability.

Research shows that a large percentage of juveniles in the justice system meet the criteria for at least one mental health disorder (Stamidis, 2022). These conditions can impact decision-making, impulse control, and emotional regulation. As an illustration, a youth with untreated trauma will react violently to conflict or cannot manage their reactions. Without proper support, these behaviors can lead to involvement in delinquent activities.

Early exposure to crime exacerbates mental health problems. Youth who grow up in violent or unstable environments often experience stress and trauma that affect their development. In the long term, this may enhance the risk of first-time offending and recidivism. Stamidis (2022) asserts that untreated mental health issues are closely associated with increased recidivism rates, that is, such young individuals have an increased likelihood of committing a crime again after their initial contact with the justice system.

Despite the clear connection between mental health and delinquency, many youths do not receive the help they need. Barriers such as limited access to services, stigma, and lack of early intervention prevent proper treatment. In Baltimore, expanding access to mental health services could play a major role in reducing juvenile delinquency. Counseling, trauma-informed care, and early screening can aid in dealing with underlying problems before they result in criminality. Without these supports, many youths will continue to struggle, increasing their risk of ongoing involvement in the justice system.

Evaluation of the Juvenile Justice System in Baltimore

The Baltimore juvenile justice system is premised on the notion that youths are still evolving and they should be provided with a chance to reform. It is more rehabilitative than punitive as opposed to the adult system. This means that the goal is not only to hold youth accountable for their actions, but also to address the underlying issues that led to delinquent behavior. Although this strategy is theoretically correct, the overall performance of the system in Baltimore is not entirely positive, and there are both obvious advantages and current adversities.

Strengths

The focus on rehabilitation is one of the key strengths of the juvenile justice system in Baltimore. A significant number of young people who find themselves in the system have access to services like counseling, education support and behavior treatment programs. These services are aimed at making the young people realize what they are doing, to make them make better decisions and reintegrate back into society. Available data indicate that only a small percentage of juveniles are transferred to adult court, which enables most to be in a system more oriented to their development and future outcomes.

The second strength is the greater utilization of diversion programs. These programs are designed to ensure that young people are not taken to the formal detention through the early and out-of-court resolution of issues. An example is that instead of detaining some youth, they can be referred to community service, counseling, or mentorship programs. This will mitigate the adverse impacts of incarceration and provide young people with an opportunity to remedy their actions without becoming deeply engaged in the justice system. The decline in juvenile arrests in Baltimore also suggests that alternative approaches, such as diversion, may be having a positive impact.

Weaknesses

Irrespective of these strengths, the system has a number of weaknesses. Absence of early intervention is one of the biggest problems. Most of the programs do not start until after a young person has already broken the law and is already in the system. This reactionary method hinders the possibility of preventing delinquency before it occurs. As pointed out in Stamidis (2022), the exposure to risk factors, including community violence and family instability, is frequently long before an intervention can be performed.

Limited resources are another obstacle. Not all youth have equal access to high-quality rehabilitation programs. Certain services can be underfunded, overcrowded, or not focused on the individual needs. This reduces their effectiveness and can leave some youth without the support they require to change their behavior.

The issue of racial disparities is also a significant problem in the system. The minority youth, especially the black youth in Baltimore, are overrepresented in arrest and detention relative to their population. This casts doubts on the justice and equality of the system at work.

Lastly, transparency and consistency issues are of concern. It is not always clear how decisions are made regarding detention, diversion, or sentencing. This uncertainty complicates the ability to assess the results and to make sure every young person is treated equally.

On the whole, the juvenile justice system in Baltimore is characterized by a strong emphasis on rehabilitation, although it continues to have difficulties in effectively tackling the underlying causes of delinquency. Enhancing access to resources, strengthening early intervention, and addressing systemic inequalities are key measures towards making the system more effective.

Proposed Solutions

To overcome the early exposure to crime in Baltimore, it is important to have a balanced approach that includes prevention, timely intervention and long-term support. There is evidence to indicate that, although the number of juvenile arrests has decreased over the past few years, there are still underlying risk issues that influence the lives of many youth in the community, including community violence, family instability, and access to services. This implies that solutions should not merely be at the point of responding to crime but rather, should be at the point of mitigating the factors that contribute to the occurrence of delinquency in the first place.

Early Intervention

One of the best methods of prevention of juvenile delinquency is through early intervention. Long-term risks can be minimized by programs that focus on children prior to their involvement in criminal activities. Youth outreach programs, after-school programs and mentorship programs offer structure and positive role models. Studies indicate that violence and inadequate supervision lead to youth engaging in criminal activity as they grow older (Stamidis, 2022). Early intervention is beneficial as it is able to redirect the behavior before it becomes ingrained. These programs are necessary as many of the youth in Baltimore are exposed to crime at an early age.

Family Support

Family support is important in alleviating delinquency. Stable home environments can be achieved by giving parents resources like parenting programs, counseling and financial support. Research indicates that family instability and poor parental supervision are key risk factors of juvenile delinquency (Stamidis, 2022). Children are also more likely to acquire positive behaviors and greater emotional stability when their families are supported. In Baltimore, where economic disadvantage is a major issue affecting many families, the enhancement of family systems can greatly lower early exposure to crime and enhance the final outcomes.

Community Investment

In minimizing the exposure of the youths to crime, it is important to improve the conditions of the community. Violence in Baltimore is high in many neighborhoods and this has a direct bearing on the behavior of the youth. Positive development can be achieved through the investment in safer settlements, employment and recreational amenities. Statistics indicate that young people in high-crime districts are more likely to commit delinquent behavior and recidivate (Stamidis, 2022). CIP can mitigate these risks by providing safer places and crime alternatives, and is thus an important component of any long-term solution.

School Reform

Schools are one of the most important protective environments for youth. Nevertheless, Baltimore has numerous schools with such problems as a lack of resources and high dropout rates. Students who are not engaged with school have a higher chance of becoming involved in delinquency (Stamidis, 2022). By enhancing the school environment, making counseling more accessible, and offering more extracurricular activities, it is possible to keep students engaged. Since youth arrests have declined, but risk factors remain, strengthening schools can play a major role in preventing future involvement in crime.

Mental Health Services

Expanding access to mental health services is essential in addressing juvenile delinquency. Many young individuals within the justice system are characterized by mental health issues, which influence their conduct and decision-making (Stamidis, 2022). These problems may cause repeat offending unless they are treated. Early screening, counseling, and trauma-informed care would enable youth to control their emotions and curb risky behavior. Mental health support is particularly relevant to delinquency prevention in Baltimore, where numerous youths are subjected to violence.

Policy Changes

The juvenile justice system needs to be reformed to institute some permanent change. The existing evidence indicates that the number of youths being arrested is declining; however, disparities and latent risks remain present. Prevention and rehabilitation instead of punishment should be the priority of policies. Diversion programs should be expanded to keep young people out of jail and solve problems at an early stage. At the same time, addressing racial disparities is critical to ensure fairness in the system. By focusing on evidence-based policies, Baltimore can improve outcomes for youth and reduce long-term involvement in crime.

Conclusion

Exposure to crime at an early age is one of the key contributors to juvenile delinquency in Baltimore City. Although the rate of arrest has decreased, a large number of youths are still growing up in conditions that predispose them to criminal activities. The juvenile justice system has made progress in focusing on rehabilitation, but it still faces significant challenges. To overcome the root causes of delinquency, there has to be a transition towards prevention and holistic support. Juvenile delinquency can be decreased by investing in families, schools and communities and enhancing access to mental health services to better the outcomes of young people. Ultimately, addressing early exposure to crime is not just about reducing crime rates. It is all about giving young people a chance to succeed and have a greater future.

References

DuBois, D. L. (2021). Mentoring programs for youth: A promising intervention for delinquency prevention. National Institute of Justice Journal, 283, 38-49.

Stamidis, F. (2022). Juvenile Recidivism Risk Factors from the Juvenile Justice Professional Perspective. Walden University.

Gonzalez, E. S. (2021). Alternatives to Juvenile Incarceration: Contemporary Juvenile Justice System, Diversion Programs, and Partnerships (Doctoral dissertation, California State University, Northridge).

Vaughn, M. G., Salas-Wright, C. P., & Jackson, D. (Eds.). (2020). Routledge international handbook of delinquency and health. New York: Routledge.

Rovner, J. (2024, October 1). Baltimore’s youth Justice by the numbers. The Sentencing Project. https://www.sentencingproject.org/fact-sheet/baltimores-youth-justice-by-the-numbers/

Law, S., & Law, S. (2024, October 22). Juvenile Crime Statistics in Baltimore, MD. Saller, Ernstberger, & McElroy. https://www.sallerlaw.com/juvenile-crime-statistics-in-baltimore-md/

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SOWK 632

SOWK 607

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SOWK 607

Integrating FICA, HOPE, and Brief RCOPE in Clinical Practice 

The selected case study is Case Conceptualization #1:  African American Female Youth

Client History

  • Name: Aaliyah
  • Age: 17 years
  • Presenting Problem: Anxiety and self-esteem issues following family conflict
  • Relevant History: Active in church but struggling with faith based on family issues and peer pressure

Aaliyah is a 17-year-old African American female who experiences chronic anxiety, self-doubt, and social withdrawal as a result of frequent fights with her mother. She is from a religious family and has been regular in church attendance. She is currently undergoing self-criticism and peer pressure about family issues. Aaliyah feels that she is “not good enough” for her family, friends, or God; this belief distresses her emotionally. The counselor, who is aware of the role spirituality plays in Aaliyah’s life, applied the FICA, HOPE, and Brief RCOPE models to identify fostering and hindering tendencies. This case study aims to document Aaliyah’s spiritual concerns and how these are affecting her psychological health so that she may take an appropriate therapeutic intervention to heal and accept herself.

Step 1: Spiritual History Utilizing the FICA Tool

The FICA tool will greatly aid in navigating how Aaliyah’s spiritual approach helps her cope and the emotional responses she exhibits. The FICA tool will be very pertinent to understanding how Aaliyah’s spirituality is impacting her view of her self-worth and how well she deals with life challenges.

✅F – Faith & Belief

Counselor: “What are your religious or spiritual beliefs, and how does that impact your life?”

Aaliyah: “I used to go to church and pray often. In fact, it was to my comfort as a little girl. Now, it’s quite a lonely activity, and I can’t seemingly believe anything. I feel like my prayers are not getting conveyed”.

✅ I – Importance

Counselor: “How vital is spirituality on a daily basis and in decision-making?”

Aaliyah: “It controlled everything that I did, but now I feel like no matter how hard I try, I’m not good enough. I feel like I’m disappointing myself and my faith.”

✅ C – Community

Counselor: “Are there individuals in your church or spiritual community who you feel are supporting you?”

Aaliyah: “I felt like I was close to my church friends previously, but I don’t feel like I fit in there anymore. I am afraid of what they would think if they could see how I feel.”

✅ A – Address in Care
Counselor: “Would you like us to explore ways to reconnect with your faith in a way that feels meaningful to you?”
Aaliyah: “I’d like that. I want to believe again but don’t know where to start.”

Key Insight from FICA
Aaliyah is experiencing spiritual distress and negative religious coping. She once found strength in faith but now feels disconnected and judged. The counselor notes that rebuilding Aaliyah’s sense of belonging and self-worth through positive faith-based coping strategies may be helpful. Exploring sources of unconditional support and helping her rediscover faith in a way that aligns with her evolving self-identity will be crucial.

Step 2: Exploring Meaning & Hope Using the HOPE Questions

The HOPE model allows deeper exploration of Aaliyah’s existential struggles and sources of hope.

✅ H – Sources of Hope & Meaning
Counselor: “When you’re going through a tough time, what helps you feel even a little bit better?”
Aaliyah: “I used to pray and write in my journal. Sometimes, music helps, but not always. I just wish I could feel that connection with my faith again.”

✅ O – Organized Religion
Counselor: “Do you still participate in church activities? If not, what changed?”
Aaliyah: “I used to love youth group, but now I feel like I don’t fit in. Everyone else seems confident in their faith, and I just feel lost. I’m afraid they’ll judge me.”

✅ P – Personal Spirituality & Practices
Counselor: “Are there any personal spiritual practices, like prayer or reflection, that have helped you in the past?”
Aaliyah: “I sometimes write down my thoughts, but I don’t know what to say to God anymore. I feel like I’m not being heard. Maybe I’m not worthy of His help.”

✅ E – Effects on Medical Care & Decisions
Counselor: “Would you like spirituality to be part of our discussions as we work together?”
Aaliyah: “Yes. I miss feeling like my faith mattered and gave me direction. Maybe if I can reconnect, things will start making sense again.”

Key Insight from HOPE
Aaliyah views faith as a past source of strength but now struggles with feelings of unworthiness and rejection. The counselor notes that restoring her personal connection to spirituality and helping her rebuild hope will be key therapeutic goals. Finding new ways for Aaliyah to engage with her spirituality—perhaps outside of traditional church settings—may also be beneficial.

Step 3: Assessing Religious Coping Using the Brief RCOPE

The Brief RCOPE assesses whether Aaliyah’s religious coping is positive or negative.

✅ Positive Religious Coping (PRC)

  • “I try to find ways to reconnect with God when I’m struggling.” (Score: Low)
  • “I believe there is meaning in my experiences, even when they are painful.” (Score: Low)

❌ Negative Religious Coping (NRC)

  • “I feel like God has abandoned me.” (Score: High)
  • “I think that my struggles are a punishment for something I did wrong.” (Score: High)

Key Insight from Brief RCOPE

Aaliyah is engaging in negative religious coping, believing that her struggles are signs of divine punishment and abandonment. The counselor recognizes the need to challenge these harmful beliefs and encourage positive religious coping strategies. Introducing practices that affirm Aaliyah’s self-worth and resilience, separate from rigid expectations of faith, will be important.

Step 4: Treatment Plan—Aaliyah’s Spiritual Needs Met in Therapy

 

The therapist takes a variety of approaches to help Aaliyah regain her faith, confidence, and sense of belonging. The treatment plan includes three main strategies. They include

  • Reframing Spiritual Distress

The therapist helps Aaliyah to reframe her thinking from the perception that her issues are divine punishment to the understanding that they are issues she can resolve. Cognitive restructuring is begun to replace negative self-talk with positive beliefs (Garssen et al., 2021).

Example Intervention:

Counselor: “Let’s assume the thought that God never left you, but that He is instead allowing you to be challenged in your growth?”

Aaliyah: “I know that one’s hard to take, but I want to see.”

  • Facilitating Healthy Religious Coping

The counselor incorporates spiritual journaling and thanksgiving tasks. Aaliyah is urged to reflect in a journal daily on minute gifts in her life (Pargament & Park, 2019).

Example Intervention: Counselor: “Let’s start with writing down one thing each day that gives you peace or joy, even if it’s a small thing.”

  • Restoring Community Connection

Respecting Aaliyah’s feeling of being alone, the counselor suggests gradual re-connection with religious support networks, such as close friends, internet faith communities, or spiritual mentoring (King, 2019).

Example Intervention: Counselor: “Would you be alright reaching out to just one of your youth group friends for support?”

The counselor also discusses other ways that Aaliyah might access spirituality outside of a traditional church setting, such as meditation, spiritual music, or nature walks as a way to tap into something higher.

Outcome After 6 Weeks

✅ Aaliyah no longer sees her struggles as a punishment but now as something that can be transcended.

✅ She has started journaling and meditating on positive spiritual practices.

✅ She reconnects with a good friend at church, and this makes her feel more bonded.

✅ Her anxiety decreased, and she started to repair her self-image.

✅ She is experimenting with new practices to integrate faith into everyday life without feeling as if she owes it to somebody

Reflection

By using FICA, HOPE, and Brief RCOPE, the counselor identified Aaliyah’s spiritual distress and negative religious coping. Through reframing, encouragement, and community reconnection, Aaliyah gradually rebuilt her faith and self-worth, leading to improved emotional well-being. The case highlights the importance of meeting young clients where they are spiritually and guiding them toward faith-based coping strategies that foster resilience and self-acceptance. Aaliyah’s case also emphasizes the need for holistic approaches to therapy, ensuring that faith, self-identity, and emotional well-being are addressed in a way that nurtures personal growth and long-term healing.

Key Takeaways for Clinicians

🔹 Use FICA to assess spirituality in a structured way.
🔹 Use HOPE to explore existential struggles and sources of meaning.
🔹 Use Brief RCOPE to differentiate positive vs. negative religious coping.
🔹 Integrate faith-based interventions only when the client expresses interest.

 

References

Garssen, B., Visser, A., & Pool, G. (2021). Does spirituality or religion positively affect mental health? Meta-analysis of longitudinal studies. The International Journal for the Psychology of Religion, 31(1), 4-20. https://www.tandfonline.com/doi/abs/10.1080/10508619.2020.1729570

King, P. E. (2019). Religion and identity: The role of ideological, social, and spiritual contexts. In Beyond the self (pp. 197-204). Routledge. DOI: 10.4324/9780203764688-11

Pargament, K. I., & Park, C. L. (2019). In times of stress: The religion-coping connection. In The psychology of religion (pp. 44-53). Routledge. ISBN9780429495915

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SOWK 607

Develop a Case Study building on the information learned from the Case Study of Marcus (included below) discussed in class.  Select one of the two case conceptualizations below and integrate FICA, HOPE, and Brief R Cope (abbreviated). In addition, provide feedback to two classmates on their Case Studies. Your feedback should provide additional information or comments your classmate could use to further develop their case study. All Case Studies and comments must be completed by February 25th at 5:30 pm:
Case Conceptualization #1
Case Study: Integrating FICA, HOPE, and Brief RCOPE with an African American Female Youth
Client Background
•Name: Aaliyah
•Age: 17 years old
•Presenting Issue: Anxiety and self-esteem struggles following family conflict
•Relevant History: Active in her church but struggling with faith due to family issues and peer pressure
Aaliyah is a 17-year-old African American girl who has been experiencing anxiety, self-doubt, and social withdrawal after ongoing conflicts with her mother. She grew up in a religious household, attending church every Sunday. However, she recently began questioning her faith and self-worth, feeling like she’s “not good enough” in the eyes of her family, friends, or God. Her school counselor notices that spirituality plays a role in her life and uses FICA, HOPE, and Brief RCOPE to assess her spiritual strengths and struggles.Case Conceptualization #1
Case Conceptualization #2
Case Study: Integrating FICA, HOPE, and Brief RCOP  with an African American Nonbinary Individual
Client Background
•Name: Jordan
•Age: 19 years old
•Presenting Issue: Struggles with gender identity and faith rejection
•Relevant History: Grew up in a conservative Christian home but feels rejected after coming out as nonbinary
Jordan is a 19-year-old African American nonbinary individual who recently came out to their family and church. Since then, they have faced rejection from their pastor and parents, leading to depression, anxiety, and suicidal thoughts. Jordan feels like they have to choose between their faith and their identity, making them feel isolated and unworthy. The therapist uses FICA, HOPE, and Brief RCOPE to assess Jordan’s spiritual and emotional struggles.
Case Study Example: Integrating FICA, HOPE, and Brief RCOPE in Clinical Practice (Case Discussed in Class)
Client Background
Name: Marcus
Age: 45 years old
Presenting Issue: Depression and Anxiety Following Job Loss
Relevant History: Active in his church but struggling with faith after losing his job
Marcus is a 45-year-old Black man who has been experiencing depression, anxiety, and feelings of hopelessness after losing his job of 15 years. He previously relied on faith and prayer for strength but now questions whether God has abandoned him. His therapist notices that spirituality plays a role in his distress and coping, so she decides to use FICA, HOPE, and Brief RCOPE to better understand his spiritual needs.
Step 1: Conducting a Spiritual History Using the FICA Tool
The therapist begins by incorporating the FICA tool into the intake assessment:
✅ F – Faith & Belief:
Therapist: “Do you have spiritual beliefs that help you cope with stress?”
Marcus: “I used to. I was always strong in my faith, but after losing my job, I feel like God is punishing me.”
✅ I – Importance:
Therapist: “How important is your faith in your life? Does it influence your decisions?”
Marcus: “It used to be everything to me. I went to church every Sunday, but now I don’t even want to go anymore.”
✅ C – Community:
Therapist: “Are you part of a religious or spiritual community? Does it provide support for you?”
Marcus: “I used to be active in my church, but since I lost my job, I feel ashamed. I don’t want to go back until I get back on my feet.”
✅ A – Address in Care:
Therapist: “How would you like me to address your spiritual concerns in your care?”
Marcus: “I don’t know. I just want to feel like God hasn’t abandoned me.”
Key Insight from FICA: Marcus is experiencing spiritual distress and negative religious coping(feeling punished by God). His therapist notes this and plans to explore it further.
Step 2: Exploring Meaning & Hope Using the HOPE Questions
To better understand Marcus’s spiritual struggles and sources of hope, the therapist uses the HOPE model:
✅ H – Sources of Hope & Meaning
Therapist: “What gives you strength during difficult times?”
Marcus: “Before, it was my faith. I believed God had a plan for me. Now, I just feel lost.”
✅ O – Organized Religion
Therapist: “Are you still involved in your church? Does it provide support?”
Marcus: “Not really. I haven’t been back since I lost my job. I feel like people will judge me.”
✅ P – Personal Spirituality & Practices
Therapist: “Do you have any spiritual practices that bring you comfort, like prayer or meditation?”
Marcus: “I used to pray every night, but now I don’t see the point.”
✅ E – Effects on Medical Care & Decisions
Therapist: “Do you want me to consider your spiritual beliefs as part of our work together?”
Marcus: “Yes. I want to believe again, but I need help.”
Key Insight from HOPE: Marcus sees faith as a past strength, but his current negative self-perception and feelings of shame are blocking his spiritual connection. The therapist notes that rebuilding a healthy spiritual identity could be a key part of his recovery.
Step 3: Assessing Religious Coping Using the Brief RCOPE
Since Marcus has expressed spiritual distress, the therapist administers the Brief RCOPE questionnaireto measure his religious coping strategies.
Marcus’s Responses on Brief RCOPE:
•Positive Religious Coping (PRC):
✅ “I look for a stronger connection with God during difficult times.” (Score: Low—he used to, but not anymore.)
✅ “I try to find meaning in suffering.” (Score: Low—he sees his job loss as punishment instead.)
•Negative Religious Coping (NRC):
❌ “I feel like God is punishing me for my mistakes.”(Score: High—indicates negative religious coping.)
❌ “I wonder whether God really cares about me.” (Score: High—spiritual struggle present.)
Key Insight from Brief RCOPE:
Marcus is using negative religious coping, which is worsening his depression. He feels abandoned and punished by God, which suggests that challenging these beliefs and introducing positive coping strategies will be crucial in therapy.
Step 4: Treatment Plan—Addressing Spiritual Needs in Therapy
Based on the FICA, HOPE, and Brief RCOPE assessments, the therapist integrates faith-sensitive interventions into Marcus’s treatment:
1.Reframing Spiritual Distress
•The therapist gently challenges Marcus’s belief that God is punishing him, helping him reframe job loss as a life challenge rather than divine retribution.
•She introduces cognitive restructuring techniques to address his self-blame.
Example Intervention:
•Therapist: “What if instead of punishment, we looked at this as an opportunity to grow in a new direction?”
•Marcus: “I don’t know if I believe that yet, but I’d like to.”
1.Encouraging Positive Religious Coping
•Since Marcus found comfort in prayer before, the therapist suggests gradually reintroducing personal prayer or journaling to help reconnect him with his faith.
•She helps Marcus develop a gratitude practice to shift his mindset from loss to potential growth.
Example Intervention:
•Therapist: “Could we start with just five minutes of reflection each day on things that still bring you peace?”
1.Restoring Community Connection
•Marcus avoids church due to shame and fear of judgment, so the therapist encourages him to reconnect with faith-based support in a way that feels safe.
•Instead of immediately returning to church, he joins a small faith-based men’s support group that meets outside of a religious setting.
Example Intervention:
•Therapist: “What if you started with just one conversation with someone from your church that you trust?”
Outcome After 6 Weeks
✅ Marcus no longer feels like God is punishing him; he sees his situation as a challenge he can overcome.
✅ He has re-engaged with prayer and finds comfort in personal reflection.
✅ He attended a faith-based men’s support group, which made him feel less isolated.
Final Reflection:
By using FICA, HOPE, and Brief RCOPE, the therapist identified Marcus’s spiritual distress and negative religious coping patterns, then helped him rebuild a healthy spiritual identity as part of his mental health recovery.
Key Takeaways for Clinicians Using These Tools
🔹 Use FICA for a quick spiritual assessment.
🔹 Use HOPE to explore existential struggles and sources of meaning.
🔹 Use Brief RCOPE to identify positive vs. negative religious coping.
🔹 Integrate faith-based interventions only when the client expresses interest.

SOWK 510: Theoretical Framework on Chronic Absenteeism and Street Activities Among African American Youth in Baltimore

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SOWK 510: Theoretical Framework on Chronic Absenteeism and Street Activities Among African American Youth in Baltimore

The theoretical framework for this study on chronic absenteeism and street activities among African American youth in Baltimore is anchored in two fundamental theories. This paper is based on two theories: the Social Disorganization Theory and the Ecological Systems Theory. These theories serve as the theoretical framework that will enable the analysis of multiple and interrelated socio-economic and environmental factors that underpin the issue under analysis.

Social Disorganization Theory

Social Disorganization theory was pioneered by sociologists at the Chicago school, who argued that social structures in society give way to crime and juvenile delinquency. This theory can be applied to the occurrences in Baltimore since the culture is characterized by high levels of poverty and high levels of economic disparity, which, compounded by unemployment, has undermined social entities such as families, schools, and social outfits. The theory also effectively captures why youths in the Baltimore area of African American descent are so deeply involved in street activities and why they are usually the ones who suffer from truancy.

According to Hilton et al. (2020), social disorganization occurs when the community cannot assist its inhabitants in realizing collective values and has weak structures to enforce compliance. Their absence causes young people to be on the streets in Baltimore, where they are forced to fend for themselves financially. The collapse of families has significantly failed to support children’s regular attendance in school, leading to many cases of truancy.

This has been supported by The Annie E. Casey Foundation (2023), which says children brought up in such environments are likely to be behind in school, excluded from mainstream society, and destined for a life of crime. Based on the report from the Foundation, the child poverty rate in the U.S. has increased by more than double in the past couple of years, with African American children hard hit. This economic hardship leads to the inability of families to meet children’s education needs, hence high incidences of truancy and indulgence in street vice The Annie E. Casey Foundation, (2023).

Ecological Systems Theory

Urie Bronfenbrenner formulated the Ecological Systems Theory to describe how different layers of the environment affect people’s behavior. This theory is highly relevant to the situation of African American youth in Baltimore because it takes into account the multiple layers of the environment that play a role in daily truancy and participation in street activities.

According to Bronfenbrenner’s ecological theory, human development is determined by a number of environmental systems, which may be classified into the following: microsystem, mesosystem, exosystem, macrosystem, and chronosystem. For Baltimore, the microsystem comprises family and school neighborhoods significantly affected by poverty and disorganization. For example, in poverty-stricken families, children have fewer education opportunities and are often enrolled in poorly funded schools with few social services (Hofstaedter, 2023).

Bronfenbrenner’s model defines a Mesosystem as the relations people have with other microsystems within the environment. Changes in the social environment affecting Baltimore youth complicate the situation due to the unrelated work of family, schools, and other community structures. For instance, the schools in Baltimore have not been effective in establishing positive relations with families over time because of structural problems such as poverty and lack of resources. This lack of coordination exposes most children to increasing truancy and engagement in street activities, Hofstaedter (2023).

The exosystem comprises external contextual influences that may impact the individual more remotely, encompassing the local economy and neighborhood surroundings. In Baltimore, factors such as the high level of unemployment and generally limited economic opportunities in the predominantly black areas of the city promote social disorganization that makes street activities possible. These economic situations contribute to the chances of youth not attending school and becoming engaged in low-level economic activities to meet their basic needs (Maryland State Department of Education, 2023).

Finally, the macrosystem is the larger context, culture, and structure within which a person exists. The social differences in America, especially the Black and White division, as well as economic status, are essential aspects when understanding the lives of young African Americans in Baltimore. These broader structural issues explain why these youth cannot succeed academically and remain impoverished (The Annie E. Casey Foundation, 2023).

Integration of Theories

Moving by social disorganization and ecological systems theories will enable me to reveal the interconnections of truancy and street involvement among African American youths in Baltimore. Social Disorganization theory concentrates on the quality of police performance and their inability or poor organization in those societies; therefore, crime prevalence and low attendance (Hilton et al., 2020). On the other hand, ecological systems theory is broader and emphasizes how the different environmental contexts may influence people’s behavior.

On this note, this research could provide more light on the general causes of black youths’ truancy and street participation. The theories also form the basis for defining the intervention measures to solve these problems because the individual and structural factors are involved. For instance, interventions could affect the improvement of family involvement, the financial assistance for schools, the school, family, and community organization support system (Hilton, Wang, Cunha, & Goodman, 2020). It also improves the ability to work on viable strategies whose nature and execution make truancy unwanted and educational attendance appealing to the targeted youths in Baltimore. Consequently, this research study will play a vital role in enhancing the social policies and enactments of community organizations, thus addressing the dysfunction of these organizations and the different contextual factors that may influence youths’ behaviors in society.

Conclusion

The social disorganization theory and the ecological systems theory can be used to justify poverty, truancy, and street engagement among African American youths in Baltimore.  Therefore, the significance of this research for future research is connected with the analysis of the initial and subsequent cause-and-effect relationships between social disorganization at the individual and community levels and the development of certain factors in the ecological systems to prevent truancy and its potential influence on students’ performance indicators.

References

Hilton, T. P., Fawson, P. R., Sullivan, T. J., & DeJong, C. R. (2020). Applied Social Research: A Tool for the Human Services (10th ed.). Springer Publishing Company.

Hofstaedter, E. (2023, August 29). Baltimore City schools are tackling chronic absenteeism; one West Baltimore School leads the fight. WYPR. https://www.wypr.org/wypr-news/2023-08-29/baltimore-city-schools-are-tackling-chronic-absenteeism-one-west-baltimore-school-leads-the-fight

Maryland State Department of Education. (2023). Truancy and Absenteeism in Baltimore City Schools. https://www.baltimoresun.com/2024/05/13/chronic-absenteeism-school-attendance/

The Annie E. Casey Foundation. (2023, October 27). Child poverty in America more than doubled in 2022. https://www.aecf.org/blog/new-child-poverty-data-illustrates-the-powerful-impact-of-americas-safety-net-programs?gad_source=1&gclid=Cj0KCQjwurS3BhCGARIsADdUH53Z_JYeLjMssHtbRvHEd7KLVVeystMdPlZM149TUtQRf4nQCzRH09UaAuomEALw_wcB

SOWK 510: Theoretical Framework on Chronic Absenteeism and Street Activities Among African American Youth in Baltimore

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SOWK 501-Social Welfare Pioneer Paper

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SOWK 501-Social Welfare Pioneer Paper

Social Welfare Pioneer Paper: Dr. Ibram X. Kendi

Dr. Ibram X. Kendi has become one of the leading figures in modern antiracist discourse. His impact on scholarship and social well-being is immense and revolutionary, especially on issues related to systematic racism and policies. Even when looking at what he has presented in his latest works, we get the idea of how his concepts informed analysis of racism and contributed to policy-making and social practices, particularly affecting urban societies.

Dr. Kendi, through his works, including How to Be an Antiracist, has been very instrumental in reshaping the way racism is defined and what it entails. His work changes the approach from being racist to being antiracist and underlines that it is impossible to be indifferent (Biography — Ibram X. Kendi, n.d.). This redefinition has become a useful instrument with which individuals, institutions, and policymakers can join the continuous struggle against racism. Here, anti-racism also means a conscious effort and an action to erase racism and its institutions rather than non-involvement in them. His impact is felt in housing, education, and healthcare cases where he calls for policies that erode discriminative systems. Through the use of frameworks for anti-racism, he has raised concerns about how racism is institutionalized in almost all facets of society and the possibility of reversing this phenomenon.

One core area that has benefited from Dr. Kendi’s contribution is urban societies. He has given us practical approaches to eliminating prejudice and discrimination that have plagued our institutions and affected minorities, especially Black people. His observations assist urban designers and policymakers in understanding the social injustices that limit the chances of minority individuals to have basic amenities such as shelter, education, and healthcare (Biography — Ibram X. Kendi, n.d.). For example, his emphasis on understanding how racism manifests in policies like housing has led to greater attention being paid to how cities can be structured more equitably. In addition, the impact of Kendi on education has been significant in revealing the societal inequalities in education for minority groups. Many urban schools have adopted his frameworks regarding the enactment of antiracist policies as a means of eradicating racial disparities in teaching and learning.

Dr. Kendi’s influence is evident in how his antiracist frameworks have shaped service delivery in various sectors, particularly education, healthcare, and corporate environments. His ideas have been adopted in teacher training initiatives within learning institutions to increase fairness in class and management of racial prejudice in education. Similarly, healthcare systems have adopted Kendi’s frameworks, which promote the consideration of racial inequity in treatment and outcomes. These have led to efforts that seek to ensure healthcare workers are taken through a process to detect and counter biases regarding the delivery of healthcare services (Blake, 2023). Many organizations have applied Kendi’s principles, particularly in diversity, equity, and inclusion programs. Consequently, his antiracist framework challenges corporations to go beyond diversity hiring and think about how race plays an essential role in the structural foundation of their businesses.

Policy change is also another area that the work done by Dr. Kendi has positively impacted. He has provided input into formulating policies that address racial issues, especially in metropolitan societies, where discrepancies are felt most. He has influenced government programs addressing these inequities, especially education and housing. Such work has also led to the development of an antiracist education curriculum, a move that has been embraced all over the United States (Blake, 2023). This move toward an antiracist stance in schools has been especially apparent in racially segregated urban schools where minority students are disadvantaged academically and have limited access to resources.

However, Dr. Kendi has drawn the attention of many opponents, especially right-wing organizations that avoid the identification of systemic racism in schools. One of the critical components of his activism is the assumption that race is merely an artifact that may be dismantled. He still holds his stance that racism is a learned conduct and that it can be unlearnt as he works hard to change the policies in society. This optimism leads him to continue to fight for antiracist policies and practices regardless of pushback.

To sum it up, Dr. Ibram X. Kendi’s academic contribution and efforts for antiracist political policies are incomprehensible for furthering knowledge and justice. His work influences people’s perceptions of race and racism and the organization’s decisions – especially those located in the urban environment. Thanks to the life work of Dr. Kendi, it is possible to understand how racism works in America through policy and how it can be dismantled in many fields, including education, health care, and housing.

References

Biography — Ibram X. Kendi. (n.d.). Ibram X. Kendi. https://www.ibramxkendi.com/bio#:~:text=Credit%3A%20Stephen%20Voss-,DR.,1%20New%20York%20Times%20bestsellers.

Blake, J. (2023, March 26). Analysis: Ibram X. Kendi says a backlash has ‘crushed’ the nation’s racial reckoning. But there’s one reason he remains hopeful. CNN. https://edition.cnn.com/2023/03/18/us/ibram-kendi-racial-reckoning-blake-cec/index.html

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SOWK 501-Social Welfare Pioneer Paper

2pages.
Social Welfare Pioneer Paper
Who is currently Paving the Way: Current Contributions of African Americas to Social Welfare Website
a. Choose An African American who contributed knowledge to and/or made a positive impact in social welfare.
b. Discuss the impact/influence of the knowledge in the urban community,
c. Discuss the impact/influence of the knowledge on service delivery in the urban community.
d. Discuss the impact/influence of the knowledge on polices affecting vulnerable populations in the urban community.
———————————————————-
Please work on the above assignments using Dr. Ibram X. Kendi. Also ensure it is human written and not AI. Thanks. See the outline below to help as a guide to build on.
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Dr. Ibram X. Kendi – Scholar and Author
Contributions to Knowledge and Social Welfare: Dr. Kendi is a prominent scholar of anti-racism and author of How to Be an Antiracist. His work has shaped conversations around systemic racism, advocating for policies that dismantle racist structures in education, healthcare, and housing.

Impact on Urban Communities: Dr. Kendi’s research provides a framework for understanding how institutional racism affects urban communities, particularly Black and other marginalized populations. His emphasis on policy solutions helps city planners and lawmakers address issues such as housing discrimination and unequal education.

Impact on Service Delivery: Kendi’s anti-racism frameworks are being adopted in educational institutions, healthcare systems, and corporations, leading to more equitable practices in these areas. His work is influencing teacher training, police reform, and corporate hiring practices​ (The White House).

Influence on Policies: Kendi’s ideas have sparked policy changes around racial equity, with initiatives like diversity hiring and anti-racist education gaining momentum. His influence is especially strong in urban schools and government programs targeting racial disparities.

SOWK 510 Part 3 Methodology Section

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SOWK 510 Part 3 Methodology Section

This study uses quantitative and qualitative approaches to analyze absenteeism and street activities among African American youths in Baltimore. Social Disorganization Theory and Ecological System Theory form the foundation of this study as they offer insight into how social and environmental factors affect youths’ behavior in urban areas. The following section outlines the research methodology adopted, the sampling technique, the data collection and analysis method, and ethical considerations.

  1. Research Design

This study uses quantitative and qualitative approaches to collect and analyze data on the factors that may lead to truancy and street-related activities. The integration enables the analysis of quantifiable structures, such as the frequency of absences and narratives of particular youths, as well as factors such as socioeconomic status, to comprehensively understand the behavioral patterns of youths in Baltimore. That approach is appropriate in human services research, where quantitative results are often combined with contextual qualitative understanding.

Social Disorganization Theory informs the study by considering how poverty, joblessness, and disjointed social structures can contribute to truancy and juvenile delinquency. Likewise, ecological systems theory considers the effects of the family, community, and policy on individuals’ behavior. These theories reinforce the participation of community members in the current study since the experiences of youths, parents, educators, and other community leaders are crucial in defining the factors that exist in youths’ lives.

  • Quantitative Approach

The quantitative approach gathers information on absenteeismrates, the involvement of young people in street activities, and the measure of socioeconomic status. School records from Baltimore City schools will provide information on attendance, school performance, and disciplinary records to employ in the study of out-of-school time by African-American youths aged 12-17. Other self-administered questionnaires will elicit extra covariates concerning family income, parental employment, and neighborhood characteristics. This quantitative component seeks to establish a relationship between absenteeism, socioeconomic status, and school performance to develop a quantitative base and identify patterns of disengagement (Ames et al., 2019)​.

  • Qualitative Approach

The qualitative part of the study entails interviews with students, parents, teachers, and social workers, as well as focus group discussions, which aim to obtain vivid descriptions of truancy and street involvement. Following Zahle (2023), there is a reactivity awareness in the field of qualitative data collection, according to which one needs to state how the researcher impacts the participant and situate the answers within that. This approach suggests that what participants give as answers is not only a reaction but that the reaction process has also been filtered through the research paradigm. Hence, it is more correct once given in the analysis.

  1. Sampling and Participants

This study will use a purposive sampling technique and select only those who are most affected by truancy, absenteeism, and street activities. Purposeful sampling—particularly interview-based sampling—is widely used in qualitative research to construct a set of participants and produce valuable data.

2.1 Sampling Strategy

In this particular study, participants will include African American youth between the ages 12 and 17 years who have frequently been truant in class or have been involved in street activities; the parents or guardians of the youth; teachers; social workers; and any other influential persons in Baltimore where the study is to be conducted. Each group offers unique perspectives: Youth give many examples based on real-life situations while parents focus on home situations, and leaders base their situations on the general society. According to Ames et al. (2019), purposive sampling helps describe participants’ experiences in human services research within different scenarios.

2.2 Participant Criteria

Specific participant criteria include:

Youth: In Baltimore, particularly those of African American origin who are either truant from school or engage in street-related activities.

Parents and Guardians: Offering insights into the family and home environment affecting youth attendance.

School Staff and Social Workers: Teachers and social workers present education-related interventions and practices that affect attendance and behavior.

Community Leaders: To enrich the analysis, leaders in Baltimore’s communities bring additional insights, especially regarding social and economic factors affecting youth.

  1. Data Collection Methods

The data collection approach will be both quantitative and qualitative, which will provide both the statistical analysis and individual narratives.

3.1 Quantitative Data Collection

School Records and Surveys: Data to be collected on the independent variable will be in the form of quantitative data from Baltimore City Schools’ attendance, performance, and disciplinary records. Also, questionnaires will be used to collect information on family income, source of income, housing stability, and community members’ perception of safety. According to Hofstaedter (2023), school attendance positively correlates with education achievement and social status; therefore, recording the attendance patterns over time is central to explaining truancy cases​.

3.2 Qualitative Data Collection

In-Depth Interviews and Focus Groups: Youth, parents, and community members will be asked questions about their attitude towards truancy, involvement in street activities, and concerns regarding regular school attendance. Moreover, educators and social workers will participate in focus group discussions and discuss the structural factors and school-based interventions. These focus groups will allow professionals to share collaborative insights, discuss systemic issues, and explore innovative strategies (Zahle, 2023).

Gaining the trust of individuals within the study population is essential to obtain accurate qualitative data. As highlighted by Ford, a Baltimore school principal, relationship-building is often crucial to attendance improvement, underscoring the importance of connectedness between students and school staff (Hofstaedter, 2023)​. In the same way, an emphasis on youth’s qualitative accounts opens a unique vantage point into the macro-level socioeconomic factors impacting them (Casey Foundation, 2024).

  1. Data Analysis Procedures

Quantitative and qualitative analytical approaches will provide the research with a broad perspective and meaningful context.

4.1 Quantitative Data Analysis

Data will be analyzed quantitatively through descriptive statistics and regression analysis.

Descriptive Statistics: Meanwhile, descriptive statistics shall analyze and describe overall absenteeism, socioeconomic status, and school performance, offering direction on the demography of any pattern. Comparing such statistics over the years will establish trends and changes within the Baltimore youth demographic (Hilton et al., 2020).

Regression Analysis: Multiple regression analytical tools will be employed to analyze the relationship of truancy with family income, parents’ working status, and neighborhood conditions. Ames et al. (2019) suggest that such statistical techniques can test the relationships within purposively selected samples for significant influences and confounding factors.

4.2 Qualitative Data Analysis

The qualitative data will be analyzed using thematic analysis, where transcripts will be coded, and themes like familial influence and economic and community disorganization will be examined. This approach follows Zahle’s (2023) reactivity transparency model to contextualize and capture the participants’ perspectives correctly​. As for the emotional and community factors related to attendance and engagement, different themes will be introduced and discussed. For example, school staff from Baltimore sometimes perform home visitations to students, meaning that combating the issue of absenteeism requires collaboration between the school and the community (Hofstaedter, 2023)​.

  1. Ethical Considerations

To ensure the protection of the participants, this research will follow standard ethical practices. Participants’ identities will remain anonymous, and their consent to participate in the study will be voluntarily given.

5.1 Informed Consent and Confidentiality

Informed consent will be secured from all participants, and youth participants will be requested to provide parental consent. Individuals will be provided with the study information sheet that outlines the objectives and techniques of the study as well as the risks involved in the research. Confidentiality will be maintained by keeping the data anonymous and using identification numbers only. Files will be saved locally and secured to avoid accessibility by unauthorized personnel, following the guidelines developed by Hilton et al. (2020).

5.2 Minimizing Participant Discomfort

This is particularly critical when conducting research involving youths who may reveal information regarded as sensitive by most people. Interviewers will be trained to handle situations where the participant shows signs of emotional turmoil and, where appropriate, will provide information regarding available counseling services. According to the Casey Foundation (2024), an understanding of poverty and the educational impairments that come with it are essential in making sense of the participant’s situation and struggles.

Conclusion

This paper employs a mixed-methods approach that complements the theoretical framework used to investigate African-American youths’ chronic absenteeism and street activities in Baltimore. Thus, this piece of research aims to synthesize statistical data and thematic findings to uncover a range of systemic and individual determinants underlying youth behavior. Protecting participants’ anonymity and assuring their consent helps the study avoid undue harm and uphold the participants’ rights to dignified treatment. Engaging researchers with diverse backgrounds leads to an inclusive, responsibly developed study of youth truancy and street involvement.

References

Ames, H., Glenton, C., & Lewin, S. (2019). Purposive sampling in a qualitative evidence synthesis: a worked example from a synthesis on parental perceptions of vaccination communication. BMC Medical Research Methodology, 19(1). https://doi.org/10.1186/s12874-019-0665-4

Hilton, T. P., Fawson, P. R., Sullivan, T. J., & DeJong, C. R. (2020). Applied Social Research: A Tool for the Human Services (10th ed.). Springer Publishing Company.

Hofstaedter, E. (2023, August 29). Baltimore City schools are tackling chronic absenteeism; one West Baltimore School leads the fight. WYPR. https://www.wypr.org/wypr-news/2023-08-29/baltimore-city-schools-are-tackling-chronic-absenteeism-one-west-baltimore-school-leads-the-fight

The Annie E. Casey Foundation. (2024, October 27). Child poverty rates remained high in 2023: at least 10 million kids in poverty. https://www.aecf.org/blog/new-child-poverty-data-illustrates-the-powerful-impact-of-americas-safety-net-programs?gad_source=1&gclid=Cj0KCQjwurS3BhCGARIsADdUH53Z_JYeLjMssHtbRvHEd7KLVVeystMdPlZM149TUtQRf4nQCzRH09UaAuomEALw_wcB

The Annie E. Casey Foundation. (2024, September 30). A profile of youth and young adults in Baltimore. https://www.aecf.org/blog/a-profile-of-youth-and-young-adults-in-baltimore

Zahle, J. (2023). Reactivity and good data in qualitative data collection. European Journal for Philosophy of Science, 13(1). https://doi.org/10.1007/s13194-023-00514-z

SOWK 510 Part 3 Methodology Section

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SOWK 505 Application of Major Developmental Theories

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SOWK 505 Application of Major Developmental Theories

Abstract

This essay examines the developmental trajectories of two individuals at distinct life stages: Young and Late adulthood. This paper discusses their experiences with the two developmental theories, Erikson’s psychosocial development theory and Piaget’s cognitive development theory. Furthermore, there is an emphasis on a biopsychosocial approach that combines biological, psychological, and social components. From existing literature, this essay discusses how both personal and contextual factors influenced the subjects’ development. This view critically analyzes the theoretical assumptions that lead to a comprehensive understanding of human development.

Table of Contents

 

Section A: Introduction…………………………………………..……………..……5

Character 1 (Young Adult) ……………………………………………………………………….5

Character 2 (Late Adulthood) …………………………………………………….……..……5

Section B: Background Information of Clients Growing Up…………….5

Character 1: Lisa……………………………………………………………….…….……….5

Character 2: Henry………………………………………………………….….……………..6

Section C: Biopsychosocial Analysis……………..…………….……….………6

Character 1: Lisa………………………………………………………………….…….……..6

Biological Factors………………………………………………………………….………….6

Psychological Factors…………………………………………………………….……………7

Social Factors…………………………………………………………………….……………8

Character 2: Henry…………………………………………………………….….……..…….9

Biological Factors………………………………………………………………….…………9

Psychological Factors………………………………………………………………….…….10

Social Factors………………………………………………………………………………..10

Theoretical Framework and Discussion………………………….……………11

Erikson’s Psychosocial Development Theory…………………………………….…………11

Piaget’s Cognitive Development Theory……………………………………………………12

Biopsychosocial Model……………………………………….……………………………..13

Comparative Analysis and Integration…………………………………………13

Convergence of Frameworks…………………………………………………………………13

Challenges to Traditional Theories……………………………………………………………14

The Biopsychosocial Advantage………………………………………..……………………15

Conclusion……………………………………………………………………………………15

References……………………………………………………………………………………16

 

Section A: Introduction

Character 1 (Young Adult)

Lisa, a 28-year-old African American woman living in downtown Chicago, exemplifies the challenges and triumphs of young adulthood. This working model shows how Lisa, a graphic designer, manages career growth and social relationships. Growing up in a single-parent family, she had her fair share of economic struggles and societal injustices. These aspects shaped her perspective of the world and her development path.

Character 2 (Late Adulthood)  

Henry is a 72-year-old Caucasian male living in the suburbs of Portland, Oregon. A man who has dedicated his life to teaching history, Henry looks back on a successful career, loving family, and children. He has no spouse (widower) and has three grown-up children. He volunteers and remains an active member of the Catholic church. His narrative epitomizes the attainment of lifetime goals and the difficulties of aging.

Section B: Background Information of Clients Growing Up

Character 1: Lisa

Lisa was raised in a small town. Therefore, the persistent, hard-working spirit with which people went about their business was very evident. In this respect, her mother’s struggle to support the family by working at two different jobs instilled in her a significant lesson in persistence. However, despite the systemic racism she faced, Lisa focused on her education. This came in handy when she finally got scholarships, which led her to doors that would have been impossible to open. Lisa’s story on her way to becoming a thriving art and design professional illustrates the importance of determination and how it helps overcome barriers and obstacles encountered in life (Orenstein & Lewis, 2022).

 

Character 2: Henry  

Henry grew up in a traditional two-parent household during the post-World War II era, an environment characterized by stability and adherence to conventional values. He was raised by a dedicated school principal father and a stay home mother who embedded education as a sacred value into him. That principle paved the way for him to embrace academia as the path of his life. Having gotten married at the age of 25, Henry was a very supportive and loving husband. Even after the demise of his wife, Henry still holds their bond in high regard, describing her as a life companion and a crucial collaborator in his personal growth and professional achievements.

Section C: Biopsychosocial Analysis

Character 1: Lisa

Biological Factors

Lisa has made reasonable attempts at preventive health goals by practicing yoga and consuming a plant-based diet. All these point to commitment towards body health and the ability to moderate risk factors as a lady. However, she goes on to say that sometimes she is threatened by migraines once in a while, the causes of which are mainly stress in the workplace. This narrative illustrates how genotypes and phenotypes differ and how various stressors outside the body are transformed into appropriate physiological responses, as pinpointed by Franklin (2019).

The lack of a clear understanding of the sources of these problems and their interactions is a serious issue. The most appropriate model, which can explain all these issues appropriately, is the Biopsychosocial Model. This model deals with stress, which refers to biological/psychosocial/physiological factors, stress about determining biological parameters, and health status. As for Lisa, physical, psychological, and spiritual health is linked to stress and work-life balance (Gajofatto et al., 2019).  When it comes to stress management, exercise, and weight control, up to counseling and supportive therapy, Lisa also fits the biopsychosocial model. This complex approach helps one understand her position and pay constant respect to the relationship between life prosperity, environmental constraints, and the physical body.  Ultimately, concerning challenges and barriers of external pressure, it is evident that it is possible for an individual, in this case, Lisa, to adopt health-promoting behaviors that protect the physical and psychological well-being in the face of adversity.

Psychological Factors

Lisa’s growth and personality are greatly defined by one of Erickson’s stages, Intimacy vs Isolation. In this stage, the primary functions are to attain an affectionate partnership and to obtain independence. In her case, this stage is represented by the syncretism of such a viable conflict: on one side of the continuum, she attempts to maintain personal identity while, on the other side, she seeks to enhance interpersonal relationships (Hutchison, 2022).  At the core of her level of coping is the attachment bond she had with her mother during her childhood, a bond that gave her emotional security and a solid base to face childhood adversities despite having little amount of money. This aligns with attachment theory, which posits that early relationships significantly influence a person’s ability to be confident and responsive throughout life.

Lisa’s experience in the art and design field also elucidates her psychological development. According to Piaget’s Formal Operational Stage, her work requires thought processes that entail the ability to reason abstractly and solve problems (Hutchison, 2022). In her artistic work, Lisa never ceases to challenge her prefrontal cortex to analyze and create something new that will be presented in a concrete artistic product. Therefore, emotional stability and flexible thinking capability explain her potential to master the embodiments of her developmental phase. This combination of emotional resilience and intellectual agility underscores her ability to navigate the complexities of her developmental phase.

Overall, psychological factors play a crucial role in a person’s development, and Lisa is a perfect example of how early childhood attachment, cognitive development, and her current life stage determine a successful and balanced individual who will be able to succeed professionally and personally (Sanghvi, 2020).

Social Factors

Lisa’s commitment to community arts projects underscores her selfless need for generativity, a need in her to give back to society. Such activities help her express herself and her creativity and pursue projects that will inspire and positively impact society. Although Lisa does not have an extensive network of close relatives, she has a good and solid support base in society that provides her with comfort and professional guidance. This network provides the essential foundation through which she can address personal issues while developing a stronger artistic voice.

This broader societal influence is best evidenced in her activism, interwoven with her work and community involvement. Lisa’s actions are consistent with the sociocultural theory that highlights the interactions between an individual and his or her environment (Hutchison, 2022). Despite such sociocultural dimensions being insufficiently incorporated within Piaget’s cognitive structure, Lisa’s character evolution underscores their importance for understanding resilience and generativity.

By engaging in community work, Lisa gains something to enhance her purpose in life. She enriches the surroundings through positive impact, indicating that personal creativity can improve the community as a whole. Her story underscores the power of social connections and activism in shaping a fulfilling and impactful life, blending personal aspirations with a commitment to the greater good (Hutchison, 2022).

Character 2: Henry 

Biological Factors

Henry can be considered a perfect example of age being just a number, as he is active and attentive to his state of health. He has dedicated himself to a healthy lifestyle and continues engaging in physical exercises despite old age. This is complemented by his excellent eating habits, demonstrating his knowledge that nutrition is a vital determinant of how long one is likely to live and one’s health condition in general. Not only do these habits maintain high physical performance, but they also portray a man committed to a meaningful and active life.

It is imperative to note that, like any other man, Henry undergoes aging and the biological changes that come with the process, such as arthritis, but he withstands them exceptionally well. Rather than perceiving these biological changes as constraints, he sees them as opportunities for transformation. His choices also reflect the principles of this model, focusing on biological, psychological, and social aspects of human life that can promote positive health and well-being (Hutchison, 2022). The fact that Henry does not let pain get in the way and continues to be active proves that he is keen on living a healthy life free from the limitations the illnesses cause. Henry is a good example of how patients can overcome their adversities using effective and appropriate approaches. This is proof that good health can help one cope with the process of aging and transform all adversities into achievements.

Psychological Factors

Regarding Erikson’s stage of Integrity vs. Despair, Henry’s reflective perspective is suitable for the age when people try to evaluate the results of their lives and, perhaps, have regrets (Orenstein & Lewis, 2022). He tries to make rationality out of the fact that he could not spend much time with his children when they were young but instead was busy pursuing individual goals in the form of intellectual achievements. This self-reflection emphasizes his sense of purpose and identity: the idea of value or worth in his path, which includes self-loathing and the desire to find something worthwhile and meaningful.

His continued engagement in intellectual endeavors underscores the enduring relevance of Piaget’s formal operational stage in late adulthood. Reading, carrying out research, or engaging in a good discussion show that Henry had progressive cognitive functions, which are well-developed and effective at the current age. Such activities indeed add much essence to his life and highlight the role of intellectual stimulation in enhancing health and meaning in the remaining years of life (Sanghvi, 2020).

Social Factors

Henry’s suburban community and his unyielding Catholic faith provide a solid pillar of emotional and spiritual support as he moves into his later years. The man’s faith is steeped in his life story, providing hope and direction that allow him to endure adversity. This need for belonging is further satisfied by the interpersonal relations in his community, which are modeled by mutual support and a common goal and spirit.

One of the essential aspects of his life is volunteering, which fits directly into Erikson’s concept of generativity. Through his endeavors, Henry portrays altruism by passing on his knowledge and helping in an effort that will improve many other people. Whether training young people, attending church events, or supporting local activities, this volunteer work can be regarded as the desire to make some imprint on the world and improve it.

These actions demonstrate how you never outgrow the need for purpose and to connect with others in the later years of your life. This is interesting because by relating to his community and faith, Henry crystallizes his identity while positively influencing others. This last stage of development is the last but fulfilling stage; it helps to consolidate the given individual’s identity, spiritual touchstone, and purpose of contributing to society (Orenstein & Lewis, 2022).

Theoretical Framework and Discussion

Erikson’s Psychosocial Development Theory

Using Erikson’s Psychosocial Development Theory offers a purpose to better understand the specific stages defining Lisa and Henry’s life paths and reveal crucial aspects of their developmental process. In Lisa’s case, the Intimacy vs. Isolation stage seems important as she struggles to achieve a balance between self-sufficiency and close connections (Sanghvi, 2020). Her story is about embracing one’s independence while building meaningful relationships in one’s personal and professional life. This balance conveys the challenge that adults face in managing relational expectations.

Henry’s experience can be categorized with Erikson’s stage, namely, Integrity vs. Despair, as he has a comparative perspective. The balance between success and failure points to the possibility of integrating life events and the search for knowledge later in life (Babakr et al., 2019). In this way, Henry illustrates the theory’s continued applicability in analyzing the development processes in the human lifespan.

Nevertheless, criticism has been raised on the Erikson model, commonly about its linearity. Lisa’s activism and generativity are not strictly bound within stages and can be viewed as a more realistic representation of life events (Orenstein & Lewis, 2022). Her involvement in societal issues raises questions about the theory’s validity to justify its unrestricted interpretation of human development. Ultimately, Erikson’s framework still serves as an essential instrument of analysis while, at the same time, provoking further modifications because of the complexity of people’s lives (Orenstein & Lewis, 2022).

Piaget’s Cognitive Development Theory

Applying Piaget’s cognitive development theory provides a deeper perspective on how people like Lisa and Henry interact with the environment through cognitive development. This theory defines different paradigmatic cognitive levels, emphasizing the transition from concrete to formal operational thinking (Carson, 2019). Lisa and Henry also show that even in the twenty-first century, one can observe the legitimacy of the formal operational stage proposed by Piaget since it deals with the highest levels of thinking and problem-solving abilities.

For Lisa, the stage is expressed in her profession as a graphic designer: it is impossible to imagine her work without creative thinking. In that sense, her conceptual thinking, on which she elaborates extraordinary conceptions and establishes works of art, is a clear example of critical and adaptive cognition described by Piaget (Babakr et al., 2019). Her work also shows how environment and culture affect cognition, pointing out possible areas for developing Piaget’s model in sociocultural settings.

Henry, in the last stage of development, represents the characteristics of the fourth stage of Piaget’s formal operational stage through his academic interests. From reflective discussions to crossing-over discussions, his capacity to reason academically and think in concepts illustrates that cognitive development is lifelong.

Despite Piaget’s theory’s value, its drawbacks include paying attention to the sociocultural factors that play a vital role in cognitive development. However, Piaget’s model remains a significant reference for the milestone of cognitive development, how thinking is transformed to cater to the challenges of life (Carson, 2019).

 

Biopsychosocial Model

The biopsychosocial model also forms a good foundation regarding the bio, psycho, and social aspects of the construction of Lisa and Henry’s life course. This paper examines Lisa as a paradigm of strength and personal development in the face of structural injustice. Her experience exemplifies the primary propositions stating that acquiring and practising emotional intelligence and effective social connectedness should enhance one’s ability to withstand adversity (Babakr et al., 2019).

On the other hand, Henry’s last years depict how community and one’s sense of belonging contribute to an individual’s quality of life and overall wellbeing. These include volunteerism to others and his belief in God. The model states that social and emotional wellbeing is essential to a meaningful life. Their individual experiences may be complex, and the biopsychosocial model may be used to describe how different factors merge to influence development (Hutchison, 2022). Therefore, considering the human developmental processes, the given model not only places their processes but also underlines the developmental and humanistic perspective on health and wellbeing across the human life cycle (Gajofatto et al., 2019). The biopsychosocial model, therefore, relates theory to practice and offers various approaches to resilience and coping strategies.

Comparative Analysis and Integration  

Convergence of Frameworks

Lisa and Henry’s stories are perfect examples of the interconnection of Erikson’s and Piaget’s theories of development. One can describe Lisa as a model activist who has achieved a reasonably high level of psychosocial development and possesses well-developed cognitive skills when interacting with people and advocating for change. Her journey highlights the dynamic interplay of Erikson’s Intimacy vs. Isolation and Piaget’s formal operational stage (Zhu et al., 2024). On the other hand, the reflective practices seen in the later years of Henry’s life prove that cognitive and psychosocial development is lifelong. His balance of life accomplishments and failures reflects Erikson’s stage of integrity versus despair and is consistent with Piaget’s concept of individuals engaging in lifelong learning.

Challenges to Traditional Theories

It is important to note that both Erikson’s and Piaget’s theories have drawbacks, mainly when applied in real-life situations. For example, Erikson’s linear staging does not capture the dynamic process of generativity in Lisa’s life; Piagetian developmentalism passes over the rhetorical context of her activism (Hutchison, 2022). Such criticisms make it essential to adopt integrated approaches like the biopsychosocial model.

The Biopsychosocial Advantage

The biopsychosocial model successfully solves the gaps in traditional theories by recognizing the ongoing interaction of the genetic, environmental, and social aspects. These experiences—and specifically Lisa’s strengths in overcoming systemic barriers and Henry’s dedication to meaningful volunteering—show how the model can account for neutrality in the human experience (Gajofatto et al., 2019).

 

Conclusion

This paper has explored how biological, psychological, and social aspects shape Lisa and Henry’s developmental pathways. Using the concepts of Erikson’s and Piaget’s theories complemented by the biopsychosocial model in analysis, the advantages and shortcomings of each theory are demonstrated. Although there is value in traditional development theories, the biopsychosocial model offers a more resourceful perspective for development across the lifespan. Hence, integrating these perspectives enables a closer consideration of multiple influences in patterns of human development, stressing the importance of flexibility and awareness of contexts for developmental study.

 

References

Babakr, Z. H., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s Cognitive Developmental Theory: Critical Review. Education Quarterly Reviews, 2(3), 517-524.

Carson, N. (2019). Psychosocial Theories. Psychosocial Occupational Therapy, 76.

Franklin, J. C. (2019). Psychological primitives can make sense of biopsychosocial factor complexity in psychopathology. BMC medicine, 17, 1-8.

Gajofatto, A., Donisi, V., Busch, I. M., Gobbin, F., Butturini, E., Calabrese, M., De Prati, A. C., Cesari, P., Del Piccolo, L., Donadelli, M., Fabene, P., Fochi, S., Gomez-Lira, M., Magliozzi, R., Malerba, G., Mariotti, R., Mariotto, S., Milanese, C., Romanelli, M. G., . . . Rimondini, M. (2019). Biopsychosocial model of resilience in young adults with multiple sclerosis (BPS-ARMS): an observational study protocol exploring psychological reactions early after diagnosis. BMJ Open, 9(8), e030469. https://doi.org/10.1136/bmjopen-2019-030469

Hutchison, E. D. (2022). Essentials of human behavior: Integrating person, environment, and the life course. 3rd Ed. Sage Publications

Orenstein, G. A., & Lewis, L. (2022). Eriksons stages of psychosocial development. In StatPearls [Internet]. StatPearls Publishing.

Sanghvi, P. (2020). Piaget’s theory of cognitive development: a review. Indian Journal of Mental Health, 7(2), 90-96.

Zhu, R., Wang, Q., Zhang, J., Liu, W., Ma, C., Han, S., & Duan, Z. (2024). Trends and Hotspots in Nursing Theory Research Published from 1990 to 2022: A Web of Science‐Based Bibliometric Analysis. Journal of Nursing Management, 2024(1). https://doi.org/10.1155/2024/8667809

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SOWK 505 Application of Major Developmental Theories

This essay is the primary writing assignment for this course, focusing on the application of major developmental theories and one additional non-developmental theory covered in class. Instructions: Each student will conduct an interview, observation, and interaction with two individuals, each from a different life stage. The subjects must not be relatives, defined as anyone related by blood, marriage, or cohabitation. However, they may be someone you know or someone new you meet specifically for this assignment. In your paper, use fictional names for each subject, and clearly indicate that these are not their real names. Ideally, select one subject who is a young adult (18–39 years) and the other subject either in middle adulthood (40–64 years) or late adulthood (65–85 years or older). After completing each interview, you will write a narrative essay detailing each subject’s life story as conveyed by them. Use class material and other relevant sources to analyze each subject’s experiences. Note any similarities or differences between the subjects and the course material or case studies discussed in class. Remember to focus on two developmental stages, not all three. Approach the paper from a life course perspective, focusing on developmental issues and transitions typical in each subject’s respective stage. Begin each section by providing the subject’s age and describing the interview environment (e.g., at home, school, or a restaurant). Apply theories from Erikson, Piaget, or others, such as Daniel Levinson or Jeffrey Arnett on emerging adulthood, to contextualize each subject’s development. Include at least one non-developmental theory. Format: Organize the paper in two sections, one for each subject, with APA format requirements, double-spacing, and in-text citations. Additionally, you will need to use at least eight peer-reviewed sources beyond the textbook. The paper should be 8–10 pages (excluding the cover page, references, or other additional material). Use APA headings and subheadings to structure your essay. Analytical Framework: This paper is not merely a narrative but an analytical essay grounded in a conceptual framework. Structure the assessment using relevant developmental frameworks discussed in class, such as family systems theory (as a supportive theory), while exploring how factors like risk, resilience, and protective influences may have impacted each subject’s development. Complement this analysis with Erikson’s lifespan theory and attachment theory to justify your developmental assessments. In your conclusion, critique the assumptions of human nature, issues, and change within your chosen theories. This final section should clarify the theoretical elements that either reinforce or challenge your client assessments. Please utilize the following outline as you develop your paper and follow APA guidelines. Cover page Abstract – Narrative Table of contents A. Introduction Gender, age Residence Race/Ethnicity Social class, economic class Sexual orientation Religious affiliation Relationship status Employment Educational history Any other pertinent information B. Background information of client growing up Family composition Children Relationships SES growing up Explain the historical context of the population group in the U.S. (optional) Family history Educational experience Employment Relationships Culture Any major developments (divorce, accident, trauma, achievement, milestones) Special interests C. Biopsychosocial (Erikson, Piaget, Kohlberg theory) Biological Psychological Social Gender/Sex Racial/Cultural Spiritual/Religious Nutrition Fitness Recreation Hobbies Developmental milestones (past & present) – has the client reached (or has not reached) these milestones accordingly Health behavior (i.e. alcohol, tobacco, drugs – past and present) Physical health (i.e. disabilities) Patterns/Milestones in client’s life Risk & Resiliency (focus on strengths perspective) Role of diversity in client’s life Has the urban environment impacted client’s lived experience Theoretical Framework Summarize the theories Discussion of major concepts of the theory Discussion of theoretical propositions Applicability to your development assessment How do the theories address issues of race, class, gender, sex, religion, urban culture, etc. through the lens of development Discuss and identify the rationale for the three theory choices (two developmental and one supportive) Conclusion Critique the assumptions about human nature, the nature of problems, and the nature of change that are a part of your chosen theory choices Define aspects of the theory that either support or challenge your assessment of the client References Note: Your abstract should highlight any common themes you observed when completing the interviews with your clients, focusing on shared lived experiences across both subjects. In Sections A-C, each subject should be analyzed separately to respect their distinct developmental stages. Ensure each client’s developmental stage is addressed individually using relevant developmental theories. However, if you find common themes across both clients, you may apply a single supportive theory to explain both cases collectively. Remember, while each developmental analysis should be unique to the individual, a unified supportive theory is acceptable if it aligns well with the experiences of both clients.

SOWK 503 Field Education Journal Assignment

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SOWK 503 Field Education Journal Assignment

Agency: Bowlem Healthcare Services

  1. Introduction to the Case

For this assignment, I will be highlighting my practice in Bowlem Healthcare Services; this is a healthcare agency that deals with medical as well as mental health services for people, families, and communities. This agency functions at the micro and mezzo levels and often involves itself with clients who may be struggling with long-term illnesses, mental conditions, and social factors. The case I am working on is a family where the members have had to deal with numerous and diverse chronic conditions, financial difficulties, and relationship problems.

  1. Insights from Class Role Play

In Seminar 2 the general all-class role play helped me develop the theoretical knowledge on how to best approach clients and establish rapport with them. In doing this, I came across new ways of attending or interceding with clients and doing the assessment at the micro or mezzo level. Some of the key lessons from the role play that were applicable to my fieldwork included:

  1. Exploring and Engaging

From the role play, I realized that relationship-building skills are the key skills in fostering initial contact with the clients. The application of interviewing skills where the manager demonstrated empathy and genuine interest was quite conspicuous because this showed the clients that they mattered. At Bowlem Healthcare Services, these techniques have been exercised by developing a conducive environment where clients feel free to air their feelings without any form of prejudice. Accountabilities are also significant; If interacting with a client, one has to explain why we are communicating and the type of assistance they should expect from me as an agent as well as the agency.

  1. Exploring, Assessing, and Planning

An important aspect of my practice at Bowlem Healthcare Services includes the evaluation of the client’s background and assets. During the role-play, we talked about what goals we could use with clients but also focused on the need to create an agreement regarding the goals we are going to achieve. I realize how important it is to consider intrapersonal and context solutions, which are the key sources of a client’s state. In saving my client’s life, these skills come in handy through conducting constant assessments of the client’s family baseline, support, and health determinants (Hasselgren et al., 2020). Also, I empower my clients to recognize what they can do well and figure out what they require in order to set the goals that are most relevant to their values.

  • Assessing and Intervening

One important lesson learned from the role play is the importance of theoretical frameworks in guiding practice. I have incorporated concepts including systems theory, ecological perspective as well as strengths-based approaches into my interventions. In Bowlem Healthcare Services, I have applied these frameworks for evaluating how different environmental stressors, such as financial problems or social isolation, contribute to a client’s health outcomes. Consequently, the interventions used are based on a client-centered model where the focus is on the issues that the client has and applicable theories (Sorensen et al., 2020).

  1. Planning and Implementing

The points discussed in class enabled me to appreciate the importance of session tuning and contracting when designing and delivering intercession. Hence, in my fieldwork, I applied session tuning, whereby, depending on the client’s response and the dynamic situations, I was able to change my strategy. For instance, when the client had a serious health challenge, I had to set new goals and time frames that were realistic for the client (Rubio-Zarapuz et al., 2024). This process of matching client needs is something that I have implemented a lot in Bowlem Healthcare Services. In the past, I have referred clients to other programs, as well as internal resources, such as counseling services and external resources that include financial resources. Evaluating goals is also an ongoing process; before each session, I ensure that I discuss the client’s goals and make relevant changes.

  1. Reflection on Research and Practice

In Assignment 4, I reviewed the article by Kjellberg and Jansson (2022) entitled The Capability Approach in Social Work Research: A scoping review of research addressing practical social work. The article supported the concept of the applied approach in social work, demonstrating the connection between research and practice and the impact of each on the other. The capability approach, as discussed in the article, can be applied in my practice at Bowlem Healthcare Services. This is consistent with the agency’s focus on social justice advocacy, respect and concern for the welfare of populations the agency serves.

This article was consistent with the principles I hold dear, namely that the capability approach can be applied to assist clients in enlarging their choices and minimizing social injustices. At my field internship, I observed how evidence-based practices such as cognitive-behavioral therapy and trauma-informed care are implemented to improve clients’ state of being and general quality of life. The analysis of empowerment and the assessment of social practices mentioned in the article have also enhanced my understanding of how research assists in improving the effectiveness of interventions.

Applying these ideas at Bowlem Healthcare Services has given me a better understanding of how practices such as the capability approach can be utilized in my work and inform the ongoing development of more effective interventions.

  1. Reflections on the Learning Experience

This process has been transformative for my learning experience. In this course, I have gained increased knowledge and understanding of social work practice situations through role plays, feedback, and discussions of different theories and frameworks encountered in the classroom setting. Employment of the framework in working with clients at Bowlem Healthcare Services has been an added advantage with the ability to apply these concepts in real situations. I have improved confidence in how to attend to clients, how to identify their needs, and how to come up with an intervention plan that is achievable and impactful.

Also, I have become aware of how various aspects of theory relate to practice. I can now identify the extent to which theories inform both the approaches I take in working with clients as well as the ways I perceive clients’ circumstances. It is an ideal process of evaluation and reflection to fit the practice and also help the client in need. Overall, this course has affirmed the ecological perspective in social work practice and the learning model that stresses the need to adopt new knowledge to address the current needs of the clients. I plan to go to the next level and build on the knowledge that I have in social work practice.

Conclusion

This paper has offered me a structured chance to consider my practice at Bowlem Healthcare Services and how the knowledge and skills learned in seminars may be utilized in reality. By actively participating in micro, mezzo, and macro practice with clients, I shall strive to expand my competency and, at the same time, contribute to the continuous improvement of interventions in social work.

References

Hasselgren, A., Kralevska, K., Gligoroski, D., Pedersen, S. A., & Faxvaag, A. (2020). Blockchain in healthcare and health sciences—A scoping review. International Journal of Medical Informatics, 134, 104040. https://doi.org/10.1016/j.ijmedinf.2019.104040

Kjellberg, I., & Jansson, B. (2022). The capability approach in social work research: A scoping review of research addressing practical social work. International Social Work, 65(2), 224-239. https://doi.org/10.1177/0020872819896849

Rubio-Zarapuz, A., Apolo-Arenas, M. D., Tornero-Aguilera, J. F., Parraca, J. A., & Clemente-Suárez, V. J. (2024). Comparative efficacy of neuromodulation and structured exercise program on pain and muscle oxygenation in fibromyalgia patients: a randomized crossover study. Frontiers in Physiology, 15. https://doi.org/10.3389/fphys.2024.1414100

Sorensen, G., Dennerlein, J. T., Peters, S. E., Sabbath, E. L., Kelly, E. L., & Wagner, G. R. (2020). The future of research on work, safety, health and wellbeing: A guiding conceptual framework. Social Science & Medicine, 269, 113593. https://doi.org/10.1016/j.socscimed.2020.113593

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SOWK 503 Field Education Journal Assignment

Students are to complete this assignment based on an individual, group, or community from
the field internship agency. Section B of Seminar 2 will provide you the opportunity to gain
the competence needed to complete this assignment**
Students are to maintain a Field Education Journal writing notes on class readings, a
written synopsis of each Field Seminar class, and a summary of a case example.
(Total/minimum of 4 entries)
Seminars will refresh your memory on applying learning on social policy,
research, theoretical and conceptual frameworks at the generalist level in exploring and
engagement, exploring, assessing and planning, assessing and intervening, planning and
implementing.
Seminars 2, 3, and 4 which precede this assignment would also have provided discussion
and clarity on what is expected.
Before you begin this assignment, go to the rubric and be clear on how you will be
graded. Use critical thinking skills in completing this assignment.
DIRECTIONS:
1. Introduce the individual case, group, or community. (Circumstantial to student’s
internship)
2. Share what you generally learned from the general all-class role play (New learning from
discussion on the readings on evaluation at micro or mezzo levels for generalists must be
in this assignment).
a. Discuss each of the following practice areas as you experience using these
techniques/skills at the micro or mezzo or macro level.
i. Exploring and Engaging– relationship building skills, interviewing skills,
communication with empathy/authenticity, basic interviewing skills.,
clarifying roles and responsibilities.
ii. Exploring, Assessing and Planning– Developing goals and formulating a
contract; Exploring and understanding the situation and clients’ strengths,
interpersonal and environmental factors etc.
iii. Assessing and Intervening – The role of theory and conceptual
frameworks studies in co-requisite courses and their integration.
Fall 2024
iv. Planning and implementing – Incorporating theories; Sessional tuning in
and contracting; connecting needs to resources; reaching goals; evaluating
goals; terminating or following up etc.
b. Include your response to whether the article on research and practice in a social
work journal (assignment 4), enhanced your understanding of research informing
practice and practice informing research, with the populations served by your
field internship.
c. End by providing comments on what this process meant for your learning
experience.

SOWK 501 Psychosocial Biopsychosocial Family Assessment for Rosa Lee

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SOWK 501 Psychosocial Biopsychosocial Family Assessment for Rosa Lee

Presenting Problem: The client (Rosa Lee) is a fifty-three-year-old African American woman who has been addicted to substance usage. Due to her substance abuse, the client has experienced seizures and drug-related illnesses. Currently Rosa Lee is HIV positive, and takes AZT and Folic acid. She also has Hepatitis and short-term memory loss. According to her doctor, these conditions can be attributed to her long-term use of heroine.

Rosa Lee Cunningham’s main complaint is addiction to substance use, which has led to chronic health issues such as malnutrition, a weakened immune system, and drug-related illnesses. The use of marijuana and other drugs has led to anxiety as well as a reduced ability to think clearly. The consequences of substance abuse seen in Rosa Lee are detrimental in the areas of health, social relations, employment and productivity.

Personal Status:

Rosa Lee Cunningham, a Black woman, is 53 years of age, the daughter of Earl Lee and Rosetta Wright. She was raised by her grandparents, Thadeous and Lugenia Lawrence. Rosa Lee had eight children by five different men, and her marriage ended years ago. First diagnosed with HIV in 1988, Rosa Lee was severely affected by AIDS and succumbed to AIDS-related pneumonia in July 1995. Her family was shocked after several children from the family died at a tender age, for instance, Bobby in 1993 and Patty in 2010, who succumbed to AIDS. Drug addiction, child abuse, and poor education were evident in Rosa Lee’s family cycle, and her childhood trauma put her at a disadvantage in being a good mother. During her teenage years she stole from the church’s collection plate, shoplifted, and broke into people’s homes. The opportunity of using the church as a resource was shown not to work. Instead of using it to change her life, Rosa Lee just used it as another scheme to get over in court by telling the Judge she had changed and had even been baptized. Despite such odds, she was very influential in her family – most of her children grew up, although some of them died while others got into adulthood with those challenges. Rosa Lee justified her illegal behaviors as modes of survival and doing what she had to do to support her family.

Drug History and Current Patterns of Use:

Rosa Lee started using drugs when she was 36 years old; she used Preludin (“bam”) while in a relationship with a same-sex partner, Lucky. Although she was selling heroine years prior. This worsened when her daughter Patty brought a packet of heroin into the house. Rosa Lee has shared needles with her children and continues to manage her addiction through methadone treatment. In the meantime, she has stopped for some time, her drug use has led to risky behaviors and health issues.

Substance Abuse Treatment History:

Rosa Lee has taken programs in methadone maintenance as part of her recovery from heroin dependency. She reveals high treatment motivation and compliance and a desire to remain abstinent by actively participating in treatment services. She has shown that she wants to stay engaged in outpatient substance abuse treatment, which shows how committed she is to her path to recovery and improved health.

Medical History and Current Status:

Rosa Lee was diagnosed as HIV-positive in 1988 and is on antiretroviral therapy, including azidothymidine (AZT) and folic acid. She also suffers from epileptic seizures, which require the use of another medication, so her situation is even more challenging. However, because she is illiterate, she has experienced some challenges in following through with proper set-down treatment regimens. Her health is worse due to the effects of drug taking and the lack of regular checkups. As a result, her health status is still compromised by poor attendance to essential medical services, which hinders appropriate disease control and management.

Family History and Current Relationships:

Rosa Lee’s childhood was characterized by poverty, fear, and lack of parental guidance and supervision. She grew up under the parental custody of her parents, Earl Lee and Rosetta Wright; her grandparents, Thadeous and Lugenia Lawrence, were also influential in her early years. Her father was an alcoholic, and she has strained relationships with her siblings, who received preferential treatment from their mother. Rosa Lee and everyone in her family have issues such as substance abuse, imprisonment, and failure to live healthy relationships. Rosa Lee tries to care for the children but encourages their negative actions instead.

Positive Support Systems:

Through her conversation / interview sessions with Leon Dash, Rosa Lee displays her desire for positive change by her active participation in methadone treatment and her high desire to improve her literacy. Her desire for positive change further reveals that all her efforts were meant to build a better life for herself and her family. She receives some assistance through social services and doctors for her substance use treatment and other health issues. However, Rosa Lee’s support is irregular, and she has no stable social support to help her consistently overcome these problems.

Crime or Delinquency:

Rosa Lee has been involved in shoplifting, prostitution, and drug-related activities and justifies these actions as survival tactics. These behaviors have been emulated by her children, most of whom are involved in criminal activities to satisfy their addictions.

Education:

Rosa Lee had her first child when she was only 13 years old, and she did not go back to school to complete her education. Her early departure from school made her illiterate, which she considers one of her life’s biggest setbacks. Rosa Lee feels that her illiteracy has greatly hampered her chances of getting better jobs, improving her standards of living, and improving the quality of life of her family.

Employment:

Rosa Lee has been a waitress and a drug dealer and has engaged in other forms of casual work to cater to her family’s needs. Due to her lack of education and literacy skills, she can hardly attend to meaningful employment and has rarely found a better job. Such limitations have pushed her into a cycle of poverty, which has caused her to find temporary and sporadic sources of income that cannot support her and her family in the long term.

Readiness for Treatment:

Rosa Lee has shown some eagerness to go for treatment in that she goes for her HIV drugs through the AIDS clinic and has accepted to take phenobarbital and Dilantin for seizure control. However, her substance use disorder and high-risk behaviors, such as sharing needles and inconsistent follow-up, also suggest her need for more supervision, education on her condition, and strict medical compliance. Medicaid coverage assists in meeting the cost of medication.

Resources and Responsibilities:

Rosa Lee struggles to meet her family’s needs due to limited financial resources, reliance on low-paying jobs and lack of education, which hinders her ability to secure better opportunities or support. Continued poor economic decision-making coupled with her encouragement of her children’s drug addiction puts a lot of pressure on her scant financial resources. Her children are currently dependent on financial assistance from Rosa Lee without having a share in contributing to bills, making Rosa Lee solely responsible for managing the home and family, something that may not be sustainable.

Mental Status Exam Narrative and Mental Health History:

Rosa Lee does not have a record of any mental health intervention; however, her behaviors depict severe psychiatric illness. She displays symptoms of co-dependency and an enabling attitude, especially towards her children. Rosa Lee’s reported feelings of low self-esteem and a pervasive sense of failure point to potential underlying issues such as depression or anxiety. The conditions mentioned above may go undiagnosed but appear to affect her responses and decision-making processes, causing the struggles she goes through.

Goals:

  1. Get a formal education to increase the chance of getting a job and be more confident.
  2. Develop healthy boundaries with her children to foster independence.
  3. Maintain sobriety and improve health outcomes.

Strategies/Interventions:

  1. Counseling Approaches: Cognitive Behavioral Therapy (CBT) can help Rosa Lee address her enabling behaviors and develop healthier decision-making patterns. This will help her change any negative thinking that might be causing her difficulties. Motivational interviewing will continue to strengthen Rosa’s determination to change. It will consciously make her aware of the change process and provide her with the skills to make necessary improvements regarding her life condition.
  2. Practical Steps: Rosa Lee should take an adult literacy educational course to learn to read and be offered a better job. She should also attend family counseling sessions to manage the family issues that are lacking in her home and promote healthy relationships. Participating in a parenting skills workshop can also help her set boundaries and improve family stability.
  3. Health Management: Rosa Lee should continue with the methadone treatment for her to recover from substance use. Stable medical appointments would help her adequately control her HIV and seizure disorder. Routine appointments and medication management will enhance the quality of her life and guarantee she continues to get proper treatment for her ongoing medical needs.

Client’s Values and Attitudes:

Rosa Lee embodies resilience, showcasing determination to overcome her struggles and create a better future. Her decision to work towards enhanced literacy and education, along with abstinence, shows her concern for personal change. Despite her hardships, Rosa Lee’s willingness to seek help highlights her hope for positive change and a more stable life.

Counselor’s Values and Attitudes:

The counselor should adopt an empathetic and nonjudgmental approach, recognizing Rosa Lee’s resilience and strengths. This way, the counselor can guide her and ensure that she accepts healthier behaviors while setting achievable goals. Some key considerations when trying to empower Rosa Lee to make positive changes are to be tolerant, culturally sensitive, and supportive of the problems she is battling and the progress she is making.

Rosa Lee Genogram

References

Dash, L. (1996). Rosa Lee: A Mother and Her Family in Urban America. Basic Books; First Edition. Retrieved August 22, 1996.

McPhatter, A. R. (1991). Assessment revisited: A comprehensive approach to understanding family dynamics. Families in Society the Journal of Contemporary Social Services, 72(1), 11–22. https://doi.org/10.1177/104438949107200102

SOWK 501 Psychosocial Biopsychosocial Family Assessment for Rosa Lee

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SOWK 506 Broken Harts Podcast Analysis

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SOWK 506 Broken Harts Podcast Analysis

Introduction

The podcast The Broken Harts tells the tragic story of Jennifer and Sarah Hart and their adopted six children, who died after their vehicle jumped off a cliff as part of a murder-suicide in 2018. Many see the case as a one-time event, but a macro social work analysis shows that societal structures alongside institutional breakdowns were fundamental to the disaster. This research analyzes structural influences through systems theory, social justice, and oppression frameworks to explain how these elements impacted the Hart family’s destruction. Additionally, it proposes preventive measures for future incidents, aiming to improve systemic interventions and child welfare policies.

Systems Theory and the Role of Macro Structures

The Child Welfare System and Interagency Gaps: As Crawford (2020) explains, individuals exist within interconnected systems that shape their actions and overall health outcomes. The connection between the Hart family and multiple child protective agencies in different states reveals the fundamental issues with systemic fragmentation throughout the child welfare system. Reports of abuse surfaced in multiple states, yet the family was able to avoid scrutiny due to systemic failures in interstate information sharing and lack of coordinated oversight. Systemic flaws in the U.S. child welfare decentralized structure let the Harts avoid detection and oversight, hence leading to child abuse and death (Crawford, 2020).

Homeschooling as an Isolated System: Homeschooling removed Jennifer and Sarah Hart’s children from the supervision of mandatory child abuse report protocols within the school system. Homeschooling regulations across states operate with minimal oversight because many jurisdictions allow parents to operate their homeschooling programs independently (Kunzman & Gaither, 2020). The absence of regular contact with mandated reporters prevented the children from benefiting from protection systems capable of identifying abuse and taking early intervention steps.

Social Justice and Oppression in Adoption and Parenting

Transracial Adoption and Racial Disparities: The Hart children, who were African American, found a home with a white lesbian family. The success of transracial adoption depends on two interdependent factors – cultural competencies and racial identity reinforcement, but this particular case did not offer them. Black foster children experience increased placement in white families due to structural racism within adoption processes, as shown in multiple research studies (Kunzman & Gaither, 2020).

The media’s depiction of the Harts as a “progressive” and “ideal” family created unfavorable community perceptions while hiding the underlying social conditions that likely put the children at risk. The accepted framework presented the Harts as caregivers who made them look better than their children’s actual experiences did (Society & Culture—Broken Harts, 2019). The approach minimized any possibility of revealing institutional oppression, although this narrative often defines adoption experiences.

LGBTQ+ Parenting and Social Pressures: Their excessive desire to maintain a perfect public appearance as LGBTQ+ parents likely prompted Jennifer and Sarah Hart to control their social media profiles too intensely. Their fight against misconceptions about adoptive parents through social media may have led them to overcontrol their digital presence, which created social isolation that eliminated support options (Lazarus et al., 2022).

Oppression and Systemic Barriers to Intervention

The Role of Privilege in Evading Scrutiny: The white racial status of Jennifer and Sarah Hart in their same-sex relationship enabled them to enjoy institutional advantages. Repeated abuse reports did not lead to aggressive child protective services interventions because factors such as the families’ race combined with their social image and class advantages shielded the system from taking action. Social work professionals typically show stronger skepticism toward Black families along with lower-income families yet show gentler judgment toward white middle-class parents. This racialized disparity played a role in the delayed intervention and ultimately enabled ongoing abuse (Crawford, 2020).

Social Media as a Tool of Oppression: The Harts constructed a false reality on social media to conceal domestic abuse that took place in their private home. Their wide campaign of love and activism blocked an investigation into the real events within their family. This demonstrates how digital spaces can serve as a mechanism for reinforcing oppression, particularly when carefully constructed narratives overshadow the lived experiences of marginalized individuals (Lazarus et al., 2022).

Systemic Interventions and Policy Solutions

From a macro social work perspective, policy changes, systemic reform, and advocacy efforts work to prevent future tragedies. Intervention strategies address child welfare deficiencies by regulating homeschooling practices and supporting families with transracial placements. These strategies also combat biases and educate people on how to engage critically with the media.

Strengthening Child Welfare Oversight: Multiple abuse investigation evasion should be curtailed by implementing an interstate national database that monitors child abuse reports. Thanks to the national child welfare database, children’s protection services could improve their intervention through increased access to vital data (Crawford, 2020).

In addition, all families with previous abuse reports must accept unannounced home visits according to new mandatory regulations. Regular monitoring from social workers protects children’s safety through planned inspections that detect deceitful families attempting to stay undetected. External accountability measures should be implemented to stop children from enduring extended abuse without outside intervention.

Regulating Homeschooling Laws: The Hart case revealed a systemic shortage of oversight within homeschooling systems. Child welfare professionals need to perform yearly mandatory health examinations of homeschooling children. Annual wellness checks administered by child welfare professionals must become mandatory to confirm that children live in safe environments and do not hide from oversight (Kunzman & Gaither, 2020). Education-based monitoring must become mandatory to secure the appropriate social contact and educational oversight for homeschooled children. The monitoring of homeschooled children must assess scholastic progress periodically and demand structured social contact with their fellow students to prevent isolation and caring problems.

Increasing Support for Transracial Adoptions: While transracial adoptions offer children the benefit of stable homes, there is still a need for adoptive parents to develop cultural competence skills. All white adoptive parents of Black children need mandatory cultural competency training to learn about racial identity development alongside appropriate support approaches. The training helps adoptive parents avoid problems linked to cultural isolation and identity challenges along with cultural neglect situations (Crawford, 2020). Also, transracial adoptees need ongoing supportive networks that protect their cultural connection across their life spans. The systems should provide ongoing assistance through mentorship programs, community engagement initiatives, and mental health resources that support adoptees in their identity development.

Addressing Biases in Social Work and Child Protective Services: Child protective services maintain systemic biases that lead to stricter evaluations of marginalized families yet provide leniency to white middle-class households. Child welfare workers need implicit bias training to evaluate cases equally and investigate documented abuse reports without considering family background (Crawford, 2020). The implementation of accountable measures must also guarantee that privileged family abuse reports receive equal priority as abuse reports from marginalized communities. Implementing standardized procedures by child protective services will produce systematic abuse investigation protocols that prevent differential intervention practices.

Media Literacy and Social Media Accountability: The Hart case showed how building false stories on social media platforms can prevent abuse indicators from being identified. Child welfare professionals need specific training that teaches them to detect false representations through social media platforms (Society & Culture—Broken Harts, 2019). Investigators must be taught improved assessment skills, as they need to evaluate existing conditions beyond fake social media profiles.

Furthermore, a rollout of public media literacy programs across communities should become a standard practice for helping people evaluate online content effectively. Mass media platforms should run educational programs that teach the public to recognize abuse indicators and show proper reporting methodology. Public awareness efforts must teach societies to look past what is shown digitally to protect children’s well-being (Lazarus, Button, & Kapend, 2022).

Implementing these structural changes will improve child guardian protocols while minimizing intrinsic biases during the screening process and deliver crucial oversight to children within any environment. These new policies work as preventive measures against future disasters while ensuring safety and social justice for children. Through macro social work practices, we must enact policy transformations and advocate for systemic reform to stop catastrophic events from recurring. Key interventions include:

Strengthening Child Welfare Oversight

  1. Establish a single national child welfare information system that tracks families suspected of abuse across state lines.
  2. The government must require unanticipated home visits to families with past reports of abuse for enhanced monitoring purposes (Crawford, 2020).

Regulating Homeschooling Laws

  1. To prevent homeschooled children from being hidden from authorities, all children must have annual wellness checks by child welfare professionals.
  2. Through education-based monitoring, the government must guarantee that homeschooled children have proper social interaction and welfare assessment opportunities (Kunzman & Gaither, 2020).

Media Literacy and Social Media Accountability

  1. Child welfare professionals should receive training to identify social media’s role as a deception tool.
  2. Establish media literacy education programs that teach people how to analyze controlled content online while identifying the warning symptoms of abuse (Lazarus et al., 2022).

Conclusion

The Broken Harts tragedy was not solely a result of individual parental failure but rather a systemic breakdown at multiple levels. From failures in child welfare oversight to racial and social justice disparities in adoption and intervention, the case underscores the need for policy reforms and structural change. Using a macro social work lens, we can identify actionable solutions to protect vulnerable children and prevent similar tragedies in the future. Addressing oppression, systemic racism, and gaps in child welfare policy is crucial to ensuring that no child falls through the cracks again.

References

Crawford, M. (2020). Ecological Systems Theory: Exploring the theoretical framework’s development as Bronfenbrenner conceived. Journal of Public Health Issues and Practices, 4(2). https://doi.org/10.33790/jphip1100170

Kunzman, R., & Gaither, M. (2020). Homeschooling: An updated comprehensive survey of the research. Other Education, 9(1), 253–336. https://www.othereducation.org/index.php/OE/article/download/259/261

Lazarus, S., Button, M., & Kapend, R. (2022). Exploring the value of feminist theory in understanding digital crimes: Gender and cybercrime types. The Howard Journal of Crime and Justice, 61(3), 381-398. https://doi.org/10.1111/hojo.12485

Society & Culture – Broken Harts. (2019, January 18). SOCIETY & CULTURE – Broken Harts – Episode #2: “If not us, who?” [Video]. YouTube. https://www.youtube.com/watch?v=ZD1gOHWn2MQ

Society & Culture – Broken Harts. (2019, May 3). SOCIETY & CULTURE – Broken Harts – Episode #7: “Stone-Cold Narcissist” [Video]. YouTube. https://www.youtube.com/watch?v=VI_o-KWXyQ4

SOWK 506 Broken Harts Podcast Analysis

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SOWK 509: The Impact of Drug Policy and Mass Incarceration in Ava DuVernay’s 13th

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SOWK 509: The Impact of Drug Policy and Mass Incarceration in Ava DuVernay’s 13th

Ava DuVernay’s documentary 13th (2016) provides a powerful and thoroughly researched examination of the racial disparities within the American criminal justice system. The documentary finds its title in the 13th Amendment of the US Constitution, which prohibited slavery but made an exception for criminal penalties. DuVernay contends that the primary exception within the 13th Amendment enables ongoing systemic racial segregation through increased mass incarceration that primarily affects African Americans (Netflix, 2020). The documentary draws attention to policies that mainly target Black communities through drug enforcement legislation. This essay examines drug policies’ historical and current impact on African Americans while investigating the direct relationship between these policies and mass incarceration. It presents policy solutions to reduce racial inequalities in the American justice system.

The Impact of Drug Policy on African Americans 

Drug policies in the United States throughout history have affected African Americans to a disproportionate extent while demonstrating the existence of institutional racism. When President Richard Nixon launched the War on Drugs in the 1970s, the initiative aimed to control drug abuse but transformed into racial oppression during its first years (Porter & Mascaro, 2024). The 13th documentary reveals how Nixon’s administration worked to link minority communities to drugs before making them targets of the criminal justice system, according to John Ehrlichman’s confession.

During Ronald Reagan’s presidency, the United States witnessed a major increase in drug control measures during the 1980s. Under the Anti-Drug Abuse Act of 1986, government officials implemented mandatory minimum drug penalties that selectively focused harsh penalties against crack cocaine most common among Black users yet gave lighter punishments for powder cocaine, which was predominantly associated with white users (Scaglioni, 2021). Mass incarceration surged because African Americans faced disproportionate incarceration rates for crack cocaine offenses compared to white individuals who received reduced sentencing for powder cocaine crimes (Hinton & Cook, 2020). Through its analysis, the film 13th demonstrates how these policies created immense harm to Black families and their communities while intensifying poverty and social exclusion.

During Bill Clinton’s and George W. Bush’s presidential terms, they tried to resolve previous drug policy mistakes, but their strategies made the problem worse. Clinton’s 1994 Crime Bill, for example, increased funding for prisons and expanded the use of three-strikes laws, which disproportionately affected Black men (Hinton & Cook, 2020). The Obama administration implemented some policy reassessments to reduce racial bias in drug enforcement, yet racial dismounts in both drug arrests and sentencing still exist today. Policies addressing opioid addiction now employ a public health perspective for white communities but continue to criminalize substance abuse within Black communities.

Correlation Between Drug Policy and Mass Incarceration

The documentary 13th demonstrates the relationship that exists between drug regulations and the escalating rates of prison incarceration. The documentary reveals that crime-targeted policies and drug enforcement strategies work as racialized weaponry against African Americans to produce mass incarceration that sustains discriminatory systems (Netflix, 2020). Mass incarceration in America mostly targets African Americans through mandatory minimum sentences,ee-strikes laws, and harsh parole programs, which have strongly increased prison numbers.

Throughout the documentary, these policies link back to the United States history of racial oppression, which includes Jim Crow laws and redlining and continues through mass incarceration today. Private prisons have made the current incarceration crisis worse since they gain more profits when states maintain higher imprisonment rates both through contractual agreements and political influence (Scaglioni, 2021). A harmful cycle continues to confront Black communities as they endure excessive police control followed by prisoner treatment that robs them of basic rights and future opportunities.

The NAACP reports that African Americans experience prison incarceration at six times the rate of white Americans, even though both groups use drugs at comparable rates. Statistics show that African Americans form only 13% of the US population, yet they hold approximately a 40% share of the prison population (Hinton & Cook, 2020). The systematic racial biases throughout the legal system are what leads to this differential rather than actual criminal involvement.

Recommendations for Policy Reform

A comprehensive drug policy reform must be implemented to combat systemic injustices that 13th exposes. Multiple essential measures can help tear down structures that unfairly criminalize African Americans.

End Mandatory Minimum Sentences: Legislative bodies need to eliminate enforcement of mandatory minimum drug offense punishments. The judiciary needs the freedom to evaluate specific circumstances instead of following strict sentencing requirements (Hinton & Cook, 2020).

Decriminalization of Drug Possession: Moving from criminal justice responses to public health solutions represents an essential shift for addressing drug use. For instance, Portugal’s decriminalization approach decreases prison admissions related to drugs and enhances healthcare rehabilitation success rates (Scaglioni, 2021).

Abolish Private Prisons: The development of private prison contracts between states and prisons encourages more arrests while directly impacting minority racial communities through discriminatory treatment. The federal government and state governments must end mass incarceration operations, which are profit-driven.

Conclusion

Through her documentary 13th, Ava DuVernay demonstrates how drug policy became a tool for institutionalized racial inequality that resulted in excessive rates of African American inmates and massive prison population growth. From the War on Drugs to current imprisonment variations, these policies created vicious cycles that maintain societal poverty and political disenfranchisement alongside social marginalization. Such problems demand essential changes to drug enforcement practices and sentencing standards and the elimination of for-profit prisons. By implementing fair and equitable policies, the US can begin to dismantle the racialized structures that have sustained mass incarceration and move toward a more just and rehabilitative criminal justice system. A significant policy reform combined with societal changes represents our only hope to end the oppressive practices that persisted since the ratification of the 13th Amendment.

References

Hinton, E., & Cook, D. (2020). The mass criminalization of Black Americans: A historical overview. Annual Review of Criminology, 4(1), 261–286. https://doi.org/10.1146/annurev-criminol-060520-033306

Netflix. (2020, April 17). 13TH | FULL FEATURE | Netflix [Video]. YouTube. https://www.youtube.com/watch?v=krfcq5pF8u8

Porter, W. E., & Mascaro, T. A. (2024). Assault on the media: The Nixon years. University of Michigan Press.

Scaglioni, S. (2021). We the Prisoners: Considering the Anti-Drug act of 1986, the War on Drugs and Mass Incarceration in the United States. Politics & Economics, 41.

SOWK 509: The Impact of Drug Policy and Mass Incarceration in Ava DuVernay’s 13th

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